Influence of Course Design on Learning Approaches and Academic Performance in Physical Therapy Students

Abstract This study investigated (1) changes in learning approaches and academic performance between courses designed according to lecture-based learning or problem-based learning, (2) the relationship between academic performance and learning approaches. 32 students participated in this study. Students’ learning approaches were ascertained by the Approaches and Study Skills Inventory for Students. Summative results from each course indicated academic performance. The results showed that approximately 50% of students changed their learning approaches for different course designs. Furthermore, choice of learning approach influenced academic performance in a course designed according to problem-based learning but not in one designed according to lecture-based learning.