scholarly journals Active learning increases student performance in science, engineering, and mathematics

2014 ◽  
Vol 111 (23) ◽  
pp. 8410-8415 ◽  
Author(s):  
S. Freeman ◽  
S. L. Eddy ◽  
M. McDonough ◽  
M. K. Smith ◽  
N. Okoroafor ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
And Mathematics

scholarly journals Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

2017 ◽  
Vol 16 (4) ◽  
pp. ar56 ◽  
Author(s):  
Cissy J. Ballen ◽  
Carl Wieman ◽  
Shima Salehi ◽  
Jeremy B. Searle ◽  
Kelly R. Zamudio
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Self Efficacy ◽  
Structural Equation ◽  
Equation Modeling ◽  
Underrepresented Minority ◽  
Social Belonging ◽  
And Mathematics ◽  
Undergraduate Science ◽  
Performance Gains

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce.

scholarly journals Development of Active-Learning Units in Nuclear Engineering

2021 ◽  
Vol 253 ◽  
pp. 10003
Author(s):  
Stephen U. Egarievwe
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Graduate Programs ◽  
Real Life ◽  
Radiation Shielding ◽  
Nuclear Engineering ◽  
Interactive Mode ◽  
Hands On ◽  
And Mathematics ◽  
Dose Radiation

Active learning engages students in activities that could enhance their ability to analyze, synthesize, and evaluate the material being learned. Evidence-based studies have shown that active learning increases student performance in Science, Technology, Engineering, and Mathematics (STEM) courses. This paper presents the design of active learning units in nuclear engineering. The goal is to enhance students learning and technical skills, thereby improving their preparation for success in pursuing STEM graduate programs and careers in nuclear engineering. Three modes of active learning that are of interest are problem-solving, lab-based hands-on activities, and simulation. The active learning units are aimed at using interactive mode to provide students with the mastering of fundamental principles and concepts, and better understanding of how equations translate and apply to real-life engineering situations. The introductory nuclear engineering topics to be covered include radioactivity and half-life, binding energy, atom density, radiation interactions, radiation dose, radiation shielding, stopping power, and fission. An assessment plan for the effectiveness of the active-learnings units is also presented.

Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course

2015 ◽  
Vol 32 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Jennifer Riley ◽  
Kerry Ward
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Student Performance ◽  
Accounting Information ◽  
Data Availability ◽  
Exam Performance ◽  
Learning Methods ◽  
Accounting Information Systems ◽  
Passive Learning ◽  
Learning Conditions

ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

scholarly journals Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dania Hernandez ◽  
Gema Jacomino ◽  
Uma Swamy ◽  
Krista Donis ◽  
Sarah L. Eddy
Keyword(s):  
Social Support ◽  
Active Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
Social Supports ◽  
Informational Support ◽  
Confirmatory Factor Analyses ◽  
Appraisal Support ◽  
Instrument Measuring ◽  
Support Students

Abstract Background Active learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to interact with and support students during in-class activities. LAs increase student performance, but the mechanism behind this is still unclear. Social support is a promising framework to help elucidate the types and extent of assistance LAs provide to students and begin exploring the “how” behind LAs effectiveness. The aim of this study was to develop an instrument measuring undergraduate students’ perceptions of the social supports for active learning available to them in the classroom. This instrument was based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning. To provide initial evidence of validity, the instrument was completed in six sections of General Chemistry I at one R1 university. Exploratory and confirmatory factor analyses were applied to determine the internal structure of the instrument. Then the instrument’s relationship to engagement in active learning was evaluated as another form of validity evidence. Results These analyses best supported a three-factor instrument that included five items representing supportive feedback provided during active learning (appraisal support), eight items representing emotional support during active learning, and six items representing the communications of norms and values related to active learning (informational support). All three factors were individually correlated with three measures of engagement. In regression analyses with all three factors measured together, only informational support predicted changes in two of the three measures of engagement. Conclusions This study supports the use of the Perception of Social Supports for Active Learning (PSSALI) instrument to understand students’ perceptions of the supports they are receiving to engage in active learning in chemistry courses. One implication of this work is that in order to increase engagement, learning assistants should clearly communicate the value of active learning and the classroom norm of active participation.

scholarly journals From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

2015 ◽  
Vol 5 (2) ◽  
pp. 37 ◽  
Author(s):  
Andy M. Connor ◽  
Sangeeta Karmokar ◽  
Chris Whittington
Keyword(s):  
Active Learning ◽  
Liberal Arts ◽  
Learning Approaches ◽  
Delivery Methods ◽  
Engineering Technology ◽  
Inquiry Based Learning ◽  
Engineering And Technology ◽  
And Mathematics ◽  
Engineering Pedagogy

This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more student-centric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.

scholarly journals Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

TEM Journal ◽  
2021 ◽  
pp. 1945-1954
Author(s):  
Benidiktus Tanujaya ◽  
Rully Charitas Indra Prahmana ◽  
Jeinne Mumu
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematics Textbooks ◽  
Mathematics Students ◽  
Classroom Activities ◽  
And Mathematics

HOTS instruction in mathematics is rarely explicitly programmed by the schoolteacher. As a result, students' HOTS is at the lowest level, especially in national or international assessments. The purpose of this research is to determine why mathematics education in Indonesia does not have a significant effect on student HOTS by conducting a review of several Indonesian publications on the subject. This research is a qualitative method of literature review related to the HOTS of Indonesian mathematics students, and an organized interview triangulated to support the data and information from the literature review. The interview consisted of two critical questions administered using Google Form: implementing active learning and mathematics textbooks on mathematics classroom activities. The results concluded that there were two primary sources of error in mathematics learning to increase HOTS in Indonesia: active learning and current mathematics textbooks. Besides, in teaching and learning practices, the active learning model is rarely used when using official texts that do not promote HOTS for mathematics students in Indonesia.

Novel Approaches to Teaching Aging and Disability: Active Learning Through Design and Exploration

2020 ◽  
Vol 91 (4) ◽  
pp. 373-380 ◽  
Author(s):  
Andrew J. Revell ◽  
Brian J. Ayotte
Keyword(s):  
Active Learning ◽  
Best Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Classroom Setting ◽  
Order Processing ◽  
Passive Learning ◽  
Healthcare Settings ◽  
And Mathematics ◽  
Exploratory Programming

Active learning emphasizes student engagement and collaboration instead of more passive learning, which involves primarily listening to lectures in the classroom setting. The benefits of active learning are many with an emphasis on the expansion of higher-order processing and critical thinking skills. Active learning can be found in many best practice approaches in the Medicine, Science, Engineering, and Mathematics (MSTEM) fields. Hack-a-thon and hack events are examples of active learning. These are gaining popularity in research institutes, and specifically in engineering, computer science, business, and healthcare settings. Wikipedia defines hack-a-thon as the blending of the words “hack,” referring to exploratory programming, and “marathon,” referring to a timed event. This article describes a hack-a-thon approach for active learning in the classroom setting.

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