Abstract
Background: The learning process and the development of learning capabilities depend heavily on students' active participation in their education. However, no study from the Gulf region has previously evaluated the effects of active participation in the capability development of students studying in the College of Applied Medical Sciences (COAMS).
Objectives: The study's objectives were twofold: to assess the undergraduate students' active participation in the development of their abilities at COAMS, and then to evaluate the teachers' viewpoints on how active participation affects the general capabilities of COAMS students were examined.
Methods: This mixed-methods study employed an explanatory sequential design with quantitative (survey) data collected before qualitative data (face-to-face interviews). All final year students and faculty members from four programs were included. Eligible students were invited to complete the self-administered "Student Engagement Questionnaire (SEQ)" along with a questionnaire eliciting demographic information between January and April 2022. We further conducted open-ended ethnographic interviews with 12 faculty members. The programs and their effects on the students" abilities were assessed using ANOVA. The contribution of categorical variables to student active engagement was analysed using the Chi-square test. The responses from faculty members were analyzed thematically. Responses from the faculty members were analyzed using a thematic approach.
Results: Total of 145 eligible students (100%) completed the questionnaires. With regard to most of the questions regarding active engagement in the development of abilities, students expressed a high level of satisfaction. Therefore, modifying the curriculum to include critical thinking that addresses community issues, providing real-world experience, collaborative learning, and peer learning would improve students' cognitive, learning, and skills while also improving engagement.
Conclusion: This study provides first-hand information on the effects of active participation in the development of capabilities. It suggests that these effects are related to the interactions between students and teachers as well as the learning environment, which are essential for improving academic performance.