Diverse Student Perceptions of Active Learning in a Large Enrollment STEM Course

Abstract

The concept of active learning as a superior mode of instruction has recently received great attention in the education research literature. It holds promise of steering students away from rote memorization towards higher order thinking. However, few studies focus on student perceptions of higher order thinking activities and diverse student voices are all but absent in this regard. This study applies a combined approach of exploratory qualitative and supplementary quantitative analysis to address this gap. We examined perceptions of underrepresented and non-underrepresented students regarding their engagement in active learning to foster higher order thinking. The study was set within a large enrollment (198 students), undergraduate course in the area of science, technology, engineering and mathematics (STEM). The study sample comprised of 33 purposefully selected, ethnically and racially diverse students. Data sources included class attendance/participation, graded activity assignments, and a perception survey. Class attendance and graded assignments were used to triangulate responses on the perception surveys. The Generic Inductive Approach supported our qualitative analysis. Quantitative data were analyzed via two-way ANOVA, non-parametric Mann-Whitney Test (when assumptions did not hold) and simple linear regression. Findings include three themes that cut across groups; participants perceived their higher order thinking skills improved, that there were benefits and challenges to active learning and a fear of failing the course. Quantitative data from the active learning activities and attendance supported similar engagement and achievement in higher order thinking activities across race/ethnicity groups as differences failed to reach the a priori established significance threshold. This study extends the knowledge on active learning and demonstrates that it was possible to engage underrepresented and non-underrepresented students equally and effectively in higher order thinking actives in large enrollment courses and that students perceived this as beneficial.

A gut microbiome tactile teaching tool and guided-inquiry activity promotes student learning

“…Considering the mounting evidence that active learning pedagogies are especially efficacious for historically underrepresented populations in STEM ( Beichner et al, 2007 ; Gordy et al, 2020 ; Kressler and Kressler, 2020 ; Theobald et al, 2020 ), the finding that PEER and women students experienced lower learning gains from this TTT-GI activity was also somewhat surprising ( Table 4 ; Supplementary Table 3 ). While the effect size is small for PEER vs. Non-PEER students, our results may be explained by our student population comprising only 23.2% PEER students and thus representing a small sub-population within our larger sample ( Table 2 ).…”

“…It is well established that active learning pedagogies promote student achievement in science, technology, engineering, and mathematics (STEM) courses ( Haak et al, 2011 ; Freeman et al, 2014 ). In fact, active learning approaches have been particularly impactful for diverse students, to include persons excluded because of their ethnicity or race (PEERs; Beichner et al, 2007 ; Asai, 2020 ; Gordy et al, 2020 ; Kressler and Kressler, 2020 ; Theobald et al, 2020 ). While numerous active learning modules have been developed within the field of biology, more are needed to promote the success of diverse student populations.…”

Implementing UDL: Development of Purposeful and Motivated Students

“…When learners explore and develop a metacognitive understanding of their own learning, they not only develop understanding of the subject content, but also create new skills and self-understanding (Cook-Sather, 2009, as well as learning to behave by perceiving their experiences (Chapman & Mitchell, 2020). When academic knowledge is combined with practice and experience is reflected, it becomes more meaningful because it complies with learners' interests (Bovill, 2020, Kressler & Kressler, 2020Morley, 2008).…”

Unordinary: An evaluation of lecture-free activities using a repertory grid

“…[47][48][49] Providing a low-tech environment emphasizes interactivity, 48 and a thoughtful classroom setup can reduce anxiety associated with active learning. 49 One complaint of active learning is perceived disorganization when reconfiguring into active learning groups, 50 which could be avoided with a permanent setup.…”