Authors
Elli J Theobald, Mariah J Hill, Elisa Tran, Sweta Agrawal, E Nicole Arroyo, Shawn Behling, Nyasha Chambwe, Dianne Laboy Cintrón, Jacob D Cooper, Gideon Dunster, Jared A Grummer, Kelly Hennessey, Jennifer Hsiao, Nicole Iranon, Leonard Jones, Hannah Jordt, Marlowe Keller, Melissa E Lacey, Caitlin E Littlefield, Alexander Lowe, Shannon Newman, Vera Okolo, Savannah Olroyd, Brandon R Peecook, Sarah B Pickett, David L Slager, Itzue W Caviedes-Solis, Kathryn E Stanchak, Vasudha Sundaravardan, Camila Valdebenito, Claire R Williams, Kaitlin Zinsli, Scott Freeman
Publication date
2020/3/24
Journal
Proceedings of the National Academy of Sciences
Volume
117
Issue
12
Pages
6476-6483
Publisher
National Academy of Sciences
Description
We tested the hypothesis that underrepresented students in active-learning classrooms experience narrower achievement gaps than underrepresented students in traditional lecturing classrooms, averaged across all science, technology, engineering, and mathematics (STEM) fields and courses. We conducted a comprehensive search for both published and unpublished studies that compared the performance of underrepresented students to their overrepresented classmates in active-learning and traditional-lecturing treatments. This search resulted in data on student examination scores from 15 studies (9,238 total students) and data on student failure rates from 26 studies (44,606 total students). Bayesian regression analyses showed that on average, active learning reduced achievement gaps in examination scores by 33% and narrowed gaps in passing rates by 45%. The reported proportion of time that students …
Scholar articles
EJ Theobald, MJ Hill, E Tran, S Agrawal, EN Arroyo… - Proceedings of the National Academy of Sciences, 2020