Predominantly lecture-based courses are associated with less engagement, while class discussion and group work time are associated with more¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2012 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Students who described the course as predominantly lecture-based reported significantly less engagement (p < 0.001), whereas greater reported proportions of class time devoted to discussion (p < 0.05) and group work (p < 0.01) predicted more engagement. → Gasiewski 2012
Evidence¶
Gasiewski 2012¶
Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses. Research in Higher Education, 53, 229–261. https://doi.org/10.1007/s11162-011-9247-y
q3 · i? · associational · r2
Faculty pedagogy block of the same HLM results (Table 3): the three pedagogy coefficients with significance levels as printed, no effect sizes reported. Focus groups corroborated that lecture felt disengaging and that discussion, group work, clickers, and web-based pedagogy were the most engaging innovations.
"Proportion of class time devoted to lecture -0.04 0.01 *** Proportion of class time devoted to class discussion 0.02 0.01 * Proportion of class time devoted to group work 0.04 0.01 **"
Discussion¶
Related Claims¶
- Feeling comfortable asking questions in class is the strongest classroom-climate predictor of students' behavioral academic engagement in introductory STEM courses — related
- Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — related
- Active Learning Improves Exam Performance — related
- Faculty-signaled classroom climate relates to engagement: courses where instructors treat no question as too elementary and own responsibility for student success show more engaged students — related
- Evidence that classroom network structure relates to course outcomes under interactive pedagogies is mixed — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
lecture-decreases-discussion-groupwork-increase-engagement |
title |
Predominantly lecture-based courses are associated with less engagement, while class discussion and group work time are associated with more |
description |
Predominantly lecture-based courses are associated with less engagement, while class discussion and group work time are associated with more |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
source_checked |
2026-10-24 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gasiewski-2012 |
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