Dataset for “Active Learning, Student Perceptions, and Objective Achievement in an Integrated Human Functional Physiology Course”
Year: 2026
Type: dataset
Abstract: README Dataset for “Active Learning, Student Perceptions, and Objective Achievement in an Integrated Human Functional Physiology Course”DATASET OVERVIEWThis dataset contains anonymized individual-level data collected for a study examining students’ perceptions of active learning, perception–performance calibration, and objective academic achievement in an integrated Human Functional Physiology course.The study involved 390 undergraduate students enrolled at Shandong Xiehe University. The course integrates fundamental concepts from Physiology, Biochemistry, and Immunology and uses active-learning activities including student-led group presentations and formative in-class assessments.The dataset is provided to support transparency, reproducibility, and verification of the analyses reported in the associated manuscript.DATA COLLECTIONParticipants:Undergraduate students enrolled in the Human Functional Physiology courseTotal sample: n = 390Students represented seven academic majorsThe questionnaire assessed students’ perceptions of their learning experience and the perceived usefulness of different learning activities. Objective academic achievement was assessed using examination-based measures.The dataset has been anonymized prior to sharing.DATA FILEThe primary data file is provided as an Excel workbook:new_journals Raw research data.xlsxThe workbook contains the data used for the statistical analyses reported in the manuscript.QUESTIONNAIRE VARIABLESThe questionnaire included 10 items:Q1. Interest in the course/learning activitiesQ2. Previewing and reviewing course materialQ3. Confidence in performance on the final examinationQ4. Perceived usefulness of discussions and formative testsQ5. Participation in learning activitiesQ6. Interest in student presentationsQ7. Perceived transfer of learning from presentationsQ8. Group and PowerPoint presentation preparationQ9. Perceived transfer of self-studyQ10. Perceived influence of presentations on examination performanceThe exact item wording and response coding should be interpreted together with the questionnaire and Methods section of the associated manuscript.THEORY-INFORMED CONSTRUCTSFor substantive analyses, four theory-informed composite constructs were derived from the questionnaire items:Learning interest: Q1 + Q6Learning agency: Q2 + Q5 + Q8Learning transfer: Q4 + Q7 + Q9Self-efficacy: Q3 + Q10These composites were retained as exploratory observed indicators for substantive analyses following examination of the empirical factor structure.PERCEPTION–PERFORMANCE CALIBRATIONPerception–performance calibration was examined by comparing students’ perceived learning with their demonstrated objective achievement.The calibration analysis used standardized perceived-learning and objective-performance measures. The resulting categories included:Concordant-lowUnderestimationConcordant-highOverestimationThe precise operational definitions and classification thresholds are described in the associated manuscript.OBJECTIVE PERFORMANCE MEASURESObjective achievement was assessed using examination-based measures, including:Biochemistry examination performanceTotal multiple-choice-question (MCQ) performanceThe dataset contains the variables required to reproduce the reported analyses of objective achievement and perception–performance calibration.STATISTICAL ANALYSESThe associated study used a combination of psychometric, correlational, regression, nonlinear, and machine-learning analyses.Analyses included:Descriptive statisticsExploratory factor analysis (EFA)Confirmatory factor analysis (CFA)Internal consistency analysisCorrelation analysisPerception–performance calibrationHierarchical multiple regressionRobust regression/sensitivity analysesMediation analysisNonlinear analysesRegression-tree analysisRandom-forest analysisThe statistical analysis was conducted in R. The analysis workflow and statistical procedures are documented in the associated analysis script where applicable.DATA PROCESSINGComposite scores and derived variables used in the manuscript were calculated from the underlying questionnaire and examination variables.Standardized variables were generated where required for calibration and regression analyses.No personally identifying information is included in the shared dataset.Researchers reusing the dataset should refer to the associated manuscript for the precise definitions, inclusion criteria, scoring procedures, statistical models, and sensitivity analyses.ETHICAL CONSIDERATIONSThe dataset has been de-identified for public research use.The data should be used only for legitimate scientific, educational, or methodological purposes and should not be used to attempt to identify individual participants.Users of the dataset should comply with applicable institutional, ethical, and data-protection requirements.RECOMMENDED CITATIONUsers of this dataset should cite both the dataset deposited on Figshare and the associated research article.Dataset citation:Xue, Y. (2026). Dataset for “Active Learning, Student Perceptions, and Objective Achievement in an Integrated Human Functional Physiology Course”. Figshare.The final DOI and publication details should be added after the Figshare record has been published.CONTACTFor questions concerning the dataset, variable definitions, analysis procedures, or appropriate reuse of the data, please contact the corresponding author of the associated manuscript.VERSIONDataset version: 1.0 Date: September 2026
Source: Figshare
Author: Yangkui Xue
Language: English
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7214010751