Active learnings impact on student course performance in STEM varies by type and intensity
Shangmou Xu, Vicente Velasco, Mariah J. Hill, Elisa T. Tran, Sweta Agrawal, E. Nicole Arroyo, Shawn Behling, Nyasha Chambwe, Dianne Laboy Cintrón, Jacob D. Cooper, Gideon P. Dunster, Jared A. Grummer, Kelly M. Hennessey, Jennifer Hsiao, Nicole N. Iranon, , Elli J. Theobald
This study updates a meta-analysis showing active learning improves STEM student exam scores by 0.519 standard deviations, with higher intensity and varied types showing more effectiveness.
bioRxiv · Jun 1, 2025 · PreprintScientific Communication & Education