Active learning and educational equity

Active learning in classrooms is associated with narrower achievement gaps in undergraduate science, technology, engineering, and mathematics (STEM) courses compared with traditional lecturing, a study finds. On average, low-income students and students belonging to several minority groups, including African-Americans, Latinos, and Native Americans, have lower exam scores and passing rates in STEM courses than their counterparts in the United States. Past research has revealed a link between active learning, which involves in-class activities characterized by high-level thinking and group work, and improved academic outcomes in undergraduate STEM courses. Elli Theobald, Scott Freeman, and colleagues report that active learning across STEM fields may improve the academic performance of underrepresented groups, compared to when the same courses are taught through traditional lecturing. Analysis of 15 studies that reported the exam scores of 9,238 students in 51 classrooms showed that active learning is associated with a 33% reduction in the achievement gap. Another analysis of 26 studies that reported the passing rates of 44,606 students in 174 classrooms revealed that active learning is associated with a 45% decrease in the achievement gap. The achievement gaps were smallest when a high percentage of class time was spent on active-learning activities. According to the authors, the evidence-based design and implementation of STEM courses that incorporate high-intensity active learning could reduce inequity in higher education.

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Article #19-16903: "Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math," by Elli Theobald et al.

MEDIA CONTACTS: Scott Freeman, University of Washington, Seattle, WA; tel: 206-300-4448; e-mail: srf991@uw.edu; Elli Theobald, University of Washington, Seattle, WA; tel: 510-846-3230; e-mail: ellij@uw.edu