Time spent on active learning activities does not necessarily correlate with student exam performance: a controlled case study.

ABSTRACT: Active learning, including student thinking and discussion in class, has been shown to increase student learning gains. However, it is less clear how instructor-level variation in the implementation and timing of active learning activities affects student gains. Our study aims to investigate the extent to which the time spent on individual episodes of active learning activities influences student performance. We hypothesized that instructors who let students spend more time on peer discussion and individual thinking on practice problems associated with particular learning objectives would have better student exam scores on exam questions addressing those objectives. To test this hypothesis, we obtained a large data set of classroom recordings and student exam scores from an introductory bi

SUBMITTER: Cen X 

PROVIDER: S-EPMC11636264 | biostudies-literature | 2024 Dec

REPOSITORIES: biostudies-literature