Study show that students in active learning classroom learn more than they think

Deslauriers et al. (2019) designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.

For the first 11 weeks of the 15-week class, students were taught using standard methods by an experienced instructor. In the 12th week, half the class was randomly assigned to a classroom that used active learning, while the other half attended highly polished lectures. In a subsequent class, the two groups were reversed. Notably, both groups used identical class content and only active engagement with the material was toggled on and off.

Following each class, students were surveyed on how much they agreed or disagreed with statements such as “I feel like I learned a lot from this lecture” and “I wish all my physics courses were taught this way.” Students were also tested on how much they learned in the class with 12 multiple-choice questions.

This research confirms that faculty should persist and encourage active learning as the active learning enhance the academic performance of student. It also explains why instructors and students cling to the belief that listening to lectures constitutes learning.

Reference

Deslauriers et al (2019). Lesson in learning: students in active learning classroom learn more than they think . USA: Harvard University