The Workbook as an Instructional Tool in Higher Education

Abstract

The workbook is a recognised teaching tool for fostering autonomous learning, and its design must meet specific requirements to facilitate student metacognition. The objective of this study was to analyse, using a quantitative descriptive and correlational approach, the experience of university students who utilised this resource to prepare for the resit examination of a first-year course in the Bachelor's Degree in Physical Activity and Sports Sciences (General Physiology). The tool was made available (N=77) via a virtual classroom where access was logged. Following the exam, students who had used the workbook completed a perception and satisfaction questionnaire, and academic marks were compared between exam sessions. Overall, 63.6% of students accessed the workbook and completed the questionnaire, reporting high satisfaction (4.23 ± 0.78; scale 1-5), increased course motivation (4.08 ± 0.82), and suggesting that its implementation be extended to other subjects (4.35 ± 0.82). Quantitatively, course marks increased significantly (p < 0.001), although workbook access frequency was not significantly associated with marks (p > 0.05). The workbook can enhance student engagement and motivation in complex courses; however, its design must be adapted to ensure it is reflected more clearly in numerical grades.