Active learning gains are larger on concept inventories than on instructor-written course examinations¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Average effect sizes for examination-score data were lower when the outcome was an instructor-written course examination than when it was a concept inventory. → Freeman S 2014

Evidence¶

Freeman S 2014¶

Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS 111(23):8410-8415. https://doi.org/10.1073/pnas.1319030111

q4 · i? · quant-synthesis · r3

Moderator analysis of the examination-score dataset by assessment type. Achievement was higher under active learning for both assessment types, but gains differed significantly (Q = 10.731, df = 1, P << 0.001).

"a heterogeneity analysis indicated that average effect sizes were lower when the outcome variable was an instructor-written course examination as opposed to performance on a concept inventory (Fig. 3 A and Table S1 B; Q = 10.731, df = 1, P << 0.001)."

Discussion¶

Related Claims¶

• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — the general claim this finding bears on, with the studies behind it
• Active Learning Improves Exam Performance — possibly the same claim (merge candidate)
• CLASP students achieved an average normalized FCI gain of 0.39, above the traditional-course range and in the middle of the interactive-engagement range, despite only about a third of one quarter on mechanics — related
• Introductory physics students taught with Just-in-Time Teaching showed larger overall Force Concept Inventory gains (37.6%±2.0%) than students in traditional lecture courses (17.9%±2.5%) — related