Presentation Title

Optimal Use of Active Learning as an Instructional Method

Faculty Mentor

Jared Ashcroft

Start Date

17-11-2018 8:30 AM

End Date

17-11-2018 10:30 AM

Location

HARBESON 1

Session

POSTER 1

Type of Presentation

Poster

Subject Area

education

Abstract

With intentions to improve success and retention rates in the educational setting, active learning has been the focus of debate in recent years as opposed to traditional methods of instruction. Costs and questions of whether active learning shows significant improvement in student performance brings doubt regarding which method is superior. One solution to this dilemma is utilizing the strengths of both active learning and traditional lecture. Previous studies show, under specific niches, active learning is found to provide significant improvement. At a California Community College, archived data showing general Chemistry courses from Fall 2011 to Winter 2018 terms are analyzed by success and retention rates which were calculated and categorized by the type of class (active learning or traditional class) and by student gender and ethnicity. In addition, students in general Chemistry courses were surveyed to evaluate which activities were found to be the most enjoyable and helpful. Students from both traditional and active learning classes were compared. Results from the data show and reinforce other study claims that specific topics and classes prefer one method over the other. This suggests that educational institutions should consider revision of their teaching systems where both active learning and tradition instruction are implemented to tailor specific learning needs.

Keywords: traditional lecture, active learning, success rate, retention rate.

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Nov 17th, 8:30 AM Nov 17th, 10:30 AM

Optimal Use of Active Learning as an Instructional Method

HARBESON 1

With intentions to improve success and retention rates in the educational setting, active learning has been the focus of debate in recent years as opposed to traditional methods of instruction. Costs and questions of whether active learning shows significant improvement in student performance brings doubt regarding which method is superior. One solution to this dilemma is utilizing the strengths of both active learning and traditional lecture. Previous studies show, under specific niches, active learning is found to provide significant improvement. At a California Community College, archived data showing general Chemistry courses from Fall 2011 to Winter 2018 terms are analyzed by success and retention rates which were calculated and categorized by the type of class (active learning or traditional class) and by student gender and ethnicity. In addition, students in general Chemistry courses were surveyed to evaluate which activities were found to be the most enjoyable and helpful. Students from both traditional and active learning classes were compared. Results from the data show and reinforce other study claims that specific topics and classes prefer one method over the other. This suggests that educational institutions should consider revision of their teaching systems where both active learning and tradition instruction are implemented to tailor specific learning needs.

Keywords: traditional lecture, active learning, success rate, retention rate.