Can Higher-Order Active Learning Modalities Improve Student Learning Outcomes in a Marketing Principles Class?

This paper examines whether adding higher-order active learning modalities in the forms of semester-long problem-based learning (PBL), simulation, or community social service/project-based learning (CSS/PBL) assignments in a marketing principles class improve learning outcomes. While there is much support from the literature on using such higher-order modalities, significant grade improvements versus other forms have not been consistently identified. However, it is suggested here and is the contribution of this paper that such significance may exist, at least for marketing principles classes. Study results, established using single-factor analysis of variance (ANOVA) calculations, showed significant differences in content mastery when project-based learning and simulation modalities were added to the course. As such, these may be useful pedagogies for effectively reaching Generation Z and later generations of college student cohorts