Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training

Abstract

Information and communication technology has produced changes in the demands of modern-day society (e.g., most jobs will require advanced digital skills in the short term). In addition, nowadays, new active methodologies using emerging technologies are being put into practice. However, little research has been conducted with pre-service teachers, particularly in the teaching of history. This quantitative study analysed the impact of the implementation of a mixed methodology using inquiry-based learning and a student response system (SRS) for the formative assessment of the academic achievement of 240 prospective primary teachers of history. The application of this mixed methodology shows better academic results than traditional lecture-based teaching. In addition, students’ scores achieved through use of the SRS predicted the scores of male students in the final exam; however, this was not in the case for females.

Implications for practice or policy:

• The introduction of information and communication technology into history teaching brings active learning environments in higher education.
• Pre-service teachers can improve their knowledge of history through the implementation of inquiry-based learning methodology and SRSs.
• Our results indicate that an SRS can be an effective tool for teachers to carry out students' formative assessment.
• Teachers can effectively use SRS scores to predict male students' performance in history, but not female performance.