Active learning increases student performance in science ...

1 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 To test the hypothesis that lecturing maximizes learning and 225 studies in the published and unpublished literature.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 .

2 The effect sizes indicate that on average, and studio or workshop course designs. We followed guidelines for student performance on examinations and concept inventories in- best practice in quantitative reviews (SI Materials and Methods), creased by SDs under Active learning (n = 158 studies), and and evaluated student performance using two outcome variables: that the odds ratio for failing was under traditional lecturing (i) scores on identical or formally equivalent examinations, concept (n = 67 studies). These results indicate that average examination inventories, or other assessments; or (ii) failure rates, usually scores improved by about 6% in Active learning sections, and that measured as the percentage of students receiving a D or F grade students in classes with traditional lecturing were times more or withdrawing from the course in question (DFW rate).

3 Likely to fail than were students in classes with Active learning . The analysis, then, focused on two related questions. Does ac- Heterogeneity analyses indicated that both results hold across tive learning boost examination scores? Does it lower failure rates? the STEM disciplines, that Active learning increases scores on con- cept inventories more than on course examinations, and that ac- Results tive learning appears effective across all class sizes although the The overall mean effect size for performance on identical or greatest effects are in small (n 50) classes. Trim and fill analyses equivalent examinations, concept inventories, and other assess- and fail-safe n calculations suggest that the results are not due to ments was a weighted standardized mean difference of (Z =.)

4 Publication bias. The results also appear robust to variation in the , P << ) meaning that on average, student perfor- methodological rigor of the included studies, based on the quality mance increased by just under half a SD with Active learning of controls over student quality and instructor identity. This is the compared with lecturing. The overall mean effect size for failure largest and most comprehensive metaanalysis of undergraduate rate was an odds ratio of (Z = , P << ). This odds STEM education published to date. The results raise questions about ratio is equivalent to a risk ratio of , meaning that on average, the continued use of traditional lecturing as a control in research students in traditional lecture courses are times more likely to studies, and support Active learning as the preferred, empirically fail than students in courses with Active learning .

5 Average failure validated teaching practice in regular classrooms. rates were under Active learning but under tradi- tional lecturing a difference that represents a 55% increase |. constructivism undergraduate education | evidence-based teaching | (Fig. 1 and Fig. S1). scientific teaching Significance L ecturing has been the predominant mode of instruction since universities were founded in Western Europe over 900 y ago (1). Although theories of learning that emphasize the need for The President's Council of Advisors on science and Technology has called for a 33% increase in the number of science , tech- students to construct their own understanding have challenged nology, engineering, and mathematics (STEM) bachelor's degrees the theoretical underpinnings of the traditional, instructor- completed per year and recommended adoption of empirically focused, teaching by telling approach (2, 3), to date there has validated teaching practices as critical to achieving that goal.

6 The been no quantitative analysis of how constructivist versus expo- studies analyzed here document that Active learning leads to sition-centered methods impact student performance in un- increases in examination performance that would raise average dergraduate courses across the science , technology, engineering, grades by a half a letter, and that failure rates under traditional and mathematics (STEM) disciplines. In the STEM classroom, lecturing increase by 55% over the rates observed under Active should we ask or should we tell? learning . The analysis supports theory claiming that calls to in- Addressing this question is essential if scientists are committed crease the number of students receiving STEM degrees could be to teaching based on evidence rather than tradition (4).

7 The answered, at least in part, by abandoning traditional lecturing in answer could also be part of a solution to the pipeline problem favor of Active learning . that some countries are experiencing in STEM education: For example, the observation that less than 40% of US students who Author contributions: and designed research; , , , , , enter university with an interest in STEM, and just 20% of and performed research; and analyzed data; and , , , , , , and wrote the paper. STEM-interested underrepresented minority students, finish with a STEM degree (5). The authors declare no conflict of interest. To test the efficacy of constructivist versus exposition-centered *This Direct Submission article had a prearranged editor. course designs, we focused on the design of class sessions as Freely available online through the PNAS open access option.

8 Opposed to laboratories, homework assignments, or other exer- See Commentary on page 8319. cises. More specifically, we compared the results of experiments 1. Downloaded by guest on January 29, 2022. To whom correspondence should be addressed. E-mail: that documented student performance in courses with at least This article contains supporting information online at :10. some Active learning versus traditional lecturing, by metaanalyzing 1073 8410 8415 | PNAS | June 10, 2014 | vol. 111 | no. 23 SEE COMMENTARY. Fig. 1. Changes in failure rate. (A) Data plotted as percent change in failure rate in the same course, under Active learning versus lecturing. The mean change (12%) is indicated by the dashed vertical line. (B) Kernel density plots of failure rates under Active learning and under lecturing.

9 The mean failure rates under each classroom type ( and ) are shown by dashed vertical lines. Heterogeneity analyses indicated no statistically significant indicating that Active learning has a greater impact on student variation among experiments based on the STEM discipline of mastery of higher- versus lower-level cognitive skills (6 9), and the course in question, with respect to either examination scores the recognition that most concept inventories are designed to (Fig. 2A; Q = , df = 7, P = ) or failure rates (Fig. 2B; diagnose known misconceptions, in contrast to course examinations Q = , df = 6, P = ). In every discipline with more than that emphasize content mastery or the ability to solve quantitative 10 experiments that met the admission criteria for the meta- problems (10).

10 Most concept inventories also undergo testing for analysis, average effect sizes were statistically significant for validity, reliability, and readability. either examination scores or failure rates or both (Fig. 2, Figs. Heterogeneity analyses indicated significant variation in terms S2 and S3, and Tables S1A and S2A). Thus, the data indicate of course size, with Active learning having the highest impact that Active learning increases student performance across the on courses with 50 or fewer students (Fig. 3B and Table S1C;. PSYCHOLOGICAL AND. Q = , df = 2, P = ; Fig. S4). Effect sizes were sta- COGNITIVE SCIENCES. STEM disciplines. For the data on examinations and other assessments, a het- tistically significant for all three categories of class size, how- erogeneity analysis indicated that average effect sizes were lower ever, indicating that Active learning benefitted students in when the outcome variable was an instructor-written course ex- medium (51 110 students) or large (>110 students) class sizes amination as opposed to performance on a concept inventory as well.