Active learning instruction produced significantly higher overall final exam scores than traditional lecture instruction in a preparatory-year writing and research course¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught via active learning scored significantly higher on the overall final exam (mean 89.93) than students taught via traditional lecture (mean 77.04). → Alghamdi and Deraney 2018

Evidence¶

Alghamdi and Deraney 2018¶

Hamdan Alghamdi, A. K., & Deraney, P. (2018). Teaching Research Skills to Undergraduate Students Using an Active Learning Approach: A Proposed Model for Preparatory-Year Students in Saudi Arabia. International Journal of Teaching and Learning in Higher Education, 30(2), 184-194. http://www.isetl.org/ijtlhe/

q2 · i? · causal · r1

Quasi-experimental comparison of two groups of female students (n=137 control, n=119 experimental) taught by one instructor, measured by the same 20-question multiple-choice final exam. Table 2 reports control mean 77.04 (SD 16.49), experimental mean 89.93 (SD 15.16), t value 6.47, level of significance 0.01. The article reports a "statistically significant difference" between the groups.

"The results show that there is a statistically significant difference between the average scores of students from the experimental group (taught using active learning) and students from the control group (taught using traditional techniques of education) when comparing final exam performance scores"

Discussion¶

Related Claims¶

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