Effects of active learning on achievement gaps vary widely across studies, with a minority of studies showing larger benefits for non-minoritized students¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In 10 of 15 examination-score studies MGS students showed disproportionate gains under active learning, while in the remaining five studies active learning benefitted non-MGS students more; in 15 of 26 passing-rate studies MGS students showed disproportionate reduction in failure rates. → Theobald Elli J. et al 2020

Evidence¶

Theobald Elli J. et al 2020¶

Theobald Elli J. et al. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences of the United States of America. https://doi.org/10.1073/pnas.1916903117

q3 · i? · quant-synthesis · r3

Granular analysis of per-study gap changes (Fig. 2) shows heterogeneous effects: the printed counts are 10 of 15 examination studies favoring MGS gains, five favoring non-MGS, and 15 of 26 passing-rate studies favoring MGS failure reduction. In 8 of the 10 cases gaps shrank but MGS students still performed less well.

"In 10 of the 15 studies with examination score data, students from MGS showed disproportionate gains under active learning relative to students from non-MGS"

Discussion¶

Learner Variables¶

• Race and Ethnicity — moderator: an instructional effect differs by group

Related Claims¶

• Active learning reduces the examination-score achievement gap between minoritized-group and non-minoritized students in undergraduate STEM by 33% on average — related
• Active learning narrows the passing-rate gap between minoritized-group and non-minoritized students in undergraduate STEM by 45% on average — related
• Active learning narrows achievement gaps for disadvantaged and underrepresented students — related
• High-intensity active learning narrows achievement gaps far more than low-intensity active learning; intensity of in-class active engagement is positively correlated with narrower gaps — related
• Active Learning Improves Exam Performance — related
• Active learning in an entry-level biology course closed performance gaps between underrepresented and non-underrepresented minority students and increased all students' self-efficacy — related