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The purpose of this study was to investigate the influence of active learning on students‘ learning outcomes in undergraduate introductory biomechanics and students‘ preference of teaching style. Five undergraduate biomechanics classes from four public universities in the United States were recruited (N = 204). Survey questions were administered over the internet. A total of 160 valid responses were analyzed. The students who rated their class was somewhat interactive and very interactive had significant learning improvement (p < 0.05). There was no significant learning improvement in groups that rated their classes either pure lecture (p = 0.09) or primarily interactive (p = 0.46). This indicated that moderate amounts of active learning enhance learning outcomes above lecture alone or primarily active learning. Students’ preferred interactive style was hands-on activity.