Adaptation of freshmen students to the university routine: contribution of hybrid teaching and active methodologies

• Grant number: 23/07742-4
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: August 01, 2023
• End date: July 31, 2025
• Field of knowledge: Biological Sciences - Physiology - General Physiology
• Principal Investigator: Fernanda Klein Marcondes
• Grantee: Ana Luisa Betiolli
• Host Institution: Faculdade de Odontologia de Piracicaba (FOP). Universidade Estadual de Campinas (UNICAMP). Piracicaba , SP, Brazil

Abstract

Upon entering higher education, the student experiences a period of adaptation and is expected to be motivated to learn, and to know how to organize himself to study. However, difficulties related to establishing a study routine, preparing for learning assessments, at a distance from the family, financial limitations and interpersonal relationships can generate stress and anxiety, compromising their well-being and academic performance. To promote student motivation, as well as meaningful learning, many institutions and faculty seek active learning strategies to complement or replace traditional lectures. Different authors have observed that active methodologies improve learning, increase student interest and engagement. And, in a recent study, we observed that they also contributed to the reduction of anxiety and stress before the test. Considering these findings, we intend to test the hypothesis that active methodologies could contribute to the adaptation of the incoming student to the university, helping to establish a study routine, increasing security about their learning and reducing stress induced by exams. The aim of this study is to evaluate the effect of active learning strategies on the level of stress and anxiety before learning assessments, and on the adaptation process of students entering the university. Students in the second semester of an undergraduate health course, enrolled in a mandatory basic discipline will be invited to participate. Student learning about cardiovascular and renal physiology will be assessed through cognitive gain. The assessment of test-induced stress levels will be performed by measuring salivary alpha-amylase, just before learning assessments about above indicated themes. Students' perception of the contribution of teaching methodologies to their adaptation and their anxiety levels before tests will be evaluated through questionnaires and the State-Trait Anxiety Inventory (IDATE), respectively.