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Active learning increases student performance in science ...
Active learning increases student performance in science , engineering, and mathematics Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta, and Mary Pat Wenderotha a Department of Biology, University of Washington, Seattle, WA 98195; and bSchool of Biology and Ecology, University of Maine, Orono, ME 04469. Edited* by Bruce Alberts, University of California, San Francisco, CA, and approved April 15, 2014 (received for review October 8, 2013). To test the hypothesis that lecturing maximizes learning and 225 studies in the published and unpublished literature. The Active course performance , we metaanalyzed 225 studies that reported learning interventions varied widely in intensity and implementa- data on examination scores or failure rates when comparing student tion, and included approaches as diverse as occasional group performance in undergraduate science , technology, engineer- problem-solving, worksheets or tutorials completed during class, ing, and mathematics (STEM) courses under traditional lecturing use of personal response systems with or without peer instruction, versus Active learning .
Analyses of funnel plots (Fig. S5) also support a lack of publication bias (SI Materials and Methods). To assess criticisms that the literature on undergraduate STEM education is difficult to interpret because of methodo-logical shortcomings (e.g., ref. 11), we looked for heterogeneity
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