Active learning increases student performance in science, engineering, and mathematics
Scott Freeman,Sarah L. Eddy,Miles J. McDonough,Michelle K. Smith,Nnadozie Okoroafor,Hannah Jordt,Mary Pat Wenderoth +6 more
Reads0
Chats0
TLDR
The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning and supports active learning as the preferred, empirically validated teaching practice in regular classrooms.Abstract:
creased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.read more
Citations
More filters
Journal Article
Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases
TL;DR: This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-basedLearning, case-based teaching, discovery learning, and just-in-time teaching, and defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness.
Journal ArticleDOI
Flipped classroom improves student learning in health professions education: a meta-analysis
Khe Foon Hew,Chung Kwan Lo +1 more
TL;DR: Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.
Journal ArticleDOI
Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning.
TL;DR: Researchers show that students perform equally well in flipped and nonflipped classrooms if active-learning activities are held constant, suggesting that active learning is the key moderator of success.
Journal ArticleDOI
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom.
TL;DR: Comparing passive lectures with active learning using a randomized experimental approach and identical course materials, it is found that students in the active classroom learn more, but they feel like they learn less, and attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior pedagogical methods.
References
More filters
Cochrane Handbook for Systematic Reviews of Interventions, Version 5.1.0. The Cochrane Collaboration
Book
Practical Meta-Analysis
Mark W. Lipsey,David B. Wilson +1 more
TL;DR: This paper presents a meta-analysis procedure called “Meta-Analysis Interpretation for Meta-Analysis Selecting, Computing and Coding the Effect Size Statistic and its applications to Data Management Analysis Issues and Strategies.
Journal ArticleDOI
Does Active Learning Work? A Review of the Research
TL;DR: In this article, the authors examine the evidence for the effectiveness of active learning and define the common forms of activelearning most relevant for engineering faculty and critically examine the core element of each method, finding broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning.