Does the active participation of students serve as a predictor of good marks achievement?


  • José Angel Miguel-Dávila Universidad de León
  • Dadid López-Berzosa Universidad de León
  • Miryam Martín-Sánchez Universidad de León



Teaching, Student, Active participation, Operations Management


The new context in education framed under the European Higher Education Area, EHEA, entails a radical change in the way students and teachers interact. Students must adopt an active role in their learning processes in which the educator no longer remains as the sole conductor but rather serves the purpose of facilitating the student´s learning processes.

This paper presents an experiment aimed at investigating potential relationships between the student’s attitude towards active learning and his or her final grading. The results of the experiment conducted in the context of a subject on Operations Management delivered to a group of 100 students in business administration reveal (1) a positive relationship between the student’s involvement in active learning and higher grading and (2) the special relevance of attendance and written tasks conducted along the course as far as the effectiveness of active learning is concerned.


Download data is not yet available.

Author Biographies

José Angel Miguel-Dávila, Universidad de León

Dpto. Dirección y Economía de la Empresa, Facultad de Ciencias Económicas y Empresariales, s/n 24071 León

Dadid López-Berzosa, Universidad de León

Dpto. Dirección y Economía de la Empresa, Facultad de Ciencias Económicas y Empresariales, s/n 24071 León

Miryam Martín-Sánchez, Universidad de León

Dpto. Dirección y Economía de la Empresa, Facultad de Ciencias Económicas y Empresariales, s/n 24071 León


Alfalla-Luque, R.; Medina-Lopez, C.; Arenas-Márquez, F.J. (2011). Mejorando la formación en Dirección de Operaciones: La visión del estudiante y su respuesta ante diferentes metodologías docentes. Cuadernos de Economía y Dirección de la Empresa, Vol. 14, No. 1, pp. 40-52.

Bacon, D.; Stewart, K.; Silver, W. (1999). Lessons from the best and worst student team experiences: how a teacher can make a difference. Journal of Management Education, Vol. 23, pp. 467-488.

Boud, D.; Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, Vol. 31, No. 4, pp. 399-413.

Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, Vol. 22, No. 2, pp. 151-167.

Braxton, J.M.; Milem, J.F.; Sullivan, A.S. (2000). The influence of Active Learning on the College Student Departure Procees. The Journal of Higher Education, No. 71, No. 5, pp. 569-590.

Buendía, L.; Olmedo, E. (2000). Estrategias de aprendizaje y procesos de evaluación en educación universitaria. Bordón, Vol. 52, No. 2, pp. 151-164.

Caldwell, M.; Weishar, J.; Glezen, G. (1996). The effect of cooperative learning on student perceptions of accounting in the principles course. Journal of Accounting Education, Vol. 14, No. 1, pp. 17-36.

Cannon, R.; Newble, D. (2000). A Handbook for teachers in Universities and Colleges. Kogan Page, London.

Carless, D.; Joughin, G.; Wok, M.M.C. (2006). Learning-oriented assessment: principles and practice. Assessment & Evaluation in Higher Education, Vol. 31, No. 4, pp. 395-398.

Catenazzi, N.; Sommaruga, L.; (1999). The evaluation of the Hyper Apuntes interactive learning environment. Computers and Education, Vol. 32, No. 1, pp. 35-49.

Collaud, G.; Gurtner, J.L.; Coen, P.F. (2000). Design and use of a hypermedia system at the University level. Journal of Computer Assisted Learning, No. 16, pp. 137-147.

Deeter-Schmeltz, D.; Ramsey, R. (1998). Student team performance: a method for classroom assessment. Journal of Marketing Education, Vol. 20, No. 2, pp. 85-93.

de Grave, W.S.; Dolmans, D.H.J.M.; Van der Vleuten, C.P.M. (2002). Student Perspectives on Critical Incidents in the Tutorial Group. Advances in Health Sciences Education, Vol. 7, No. 3 pp. 201-209.

Ellis, T.J; Hafner, W. (2008). Building a Framework to Support Project-Based Collaborative Learning Experiences in an Asynchronous Learning Network. Interdisciplinary Journal of E-Learning and Learning Objects, Vol. 4, pp. 167-190.

Fernández, M.T.; Tuset, A.M.; Ross, G.P; Leyva, A.C.; Alvídrez, A. (2010). Prácticas educativas constructivistas en clases de ciencias. Propuesta de un instrumento de análisis. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, Vol. 8, No. 1, pp. 26-44.

Fish, L. (2008). Graduate student project: employer operations management analysis. Journal of Education for Business, Vol. 84, No. 1, pp. 18-30.

Greene, W.H. (2011). Econometric Analysis. Prentice Hall.

Hampton, D.; Grudnitski, G. (1996). Does cooperative learning mean equal learning? Journal of Education for Business, Vol. 72, No. 1, pp. 5-7.

Huber, G. (2008). Aprendizaje activo y metodologías educativas. Revista de Educación, No. Extra, pp. 59-81

Kirschner, P.A.; Beers, P.J.; Boshuizen, H.P.A.; Gijselaers, W.H. (2008). Coercing shared knowledge in collaborative learning environments. Computers in Human Behavior, Vol. 24, pp. 403-420.

Krull, J.L.; MacKinnon, D.P. (2001). Multilevel modeling of individual and group level mediated effects. Multivariate Behavioral Research, Vol. 36, No. 2, pp. 249-277.

Kunkel, J.G.; Shafer, W.E., (1997). Effects of student team learning in undergraduate auditing courses. Journal of Education for Business, Vol. 72, No. 4, 197-200.

Lancaster, K.; Strand, C. (2001). Using the team-learning model in a managerial accounting class: an experiment in cooperative learning. Issues in Accounting Education Vol. 16, No. 4, 549-567.

Leach, J.; Scott, P. (2003). Individual and sociocultural views of learning in science education. Science and Education, Vol. 12, No. 1, pp. 91-113.

Leeds, M.; Stull, W.; Westbrook, J. (1998). Do changes in classroom techniques matter? Teaching strategies and their effects on teaching evaluations. Journal of Education for Business, Vol. 74, No. 2, pp. 75-78.

Liu, N. F.; Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, Vol. 11, No. 3, pp. 279-290.

Marton, F.; Säljö, R. (1976). On Qualitative Differences in Learning: I Outcome and Process. British Journal of Educational Psychology, Vol. 46, No. 1, pp. 4-11.

Miglietti, C., (2002). Using cooperative small groups in introductory accounting classes: a practical approach. Journal of Education for Business, Vol. 78, No. 2, pp. 111-115.

Padilla-Carmona, M.T.; Gil-Flores, J.; Rodríugez-Santero, J.; Torres-Gordillo, J.J. ClaresLópez, J. (2010). Evaluando el sistema de evaluación del aprendizaje universitario: análisis documental aplicado al caso de la Universidad de Sevilla. Revista Iberoamericana de Educación, Vol. 53, No. 3, pp. 1-14.

Peters, M.; Kethley, B.; Bullington, K. (2002). The relationship between homework and performance in an introductory operations management course. Journal of Education for Business, Vol. 77, No. 6, pp. 340-344.

Polito, T.; Kros, J.; Watson, K. (2004). Improving Operations Management Concept Recollection Via the Zarco Experiential Learning Activity. Journal of Education for Business, Vol. 79, No. 5, pp. 283-287.

Pratton, J.; Hales, L.W. (1986). The Effects of Active Participation on Student Learning. Journal of Educational Research, Vol. 79, No. 4, pp. 210-215.

Preacher, K.J.; Rucker, D.D.; Hayes, A.F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, Vol. 42, No. 1, pp. 185-227.

Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, Vol. 93, No. 3, pp. 223-246.

Rayburn, L.G.; Rayburn, J.M. (1999). Impact of course length and homework assignments on student performance. Journal of Education for Business, Vol. 74, No. 6, pp. 325-331.

Rothkopf, E.Z. (1970). The concept of mathemagenic activities. Review of Educational Research, Vol. 40, No. 3, pp. 325-336.

Wilson, M.; Scalise, K. (2006). Assessment to improve learning in higher education: the BEAR Assessment System. Higher Education, Vol. 52, No. 4, pp. 635-663.




How to Cite

Miguel-Dávila, J. A., López-Berzosa, D., & Martín-Sánchez, M. (2012). Does the active participation of students serve as a predictor of good marks achievement?. WPOM-Working Papers on Operations Management, 3(2), 71–83.

Most read articles by the same author(s)