{"version":1,"sources":[{"id":"freeman-2014","authors":"Freeman et al.","title":"Active learning increases student performance in science, engineering, and mathematics","year":"2014","method":"Meta-analysis of active learning versus traditional lecturing","sample":"225 undergraduate STEM studies; 158 assessed test performance and 67 assessed failure","finding":"Active-learning groups averaged 0.47 standard deviations higher on examinations and concept inventories.","theme":"Learning outcomes","contribution":"supports","evidenceStrength":"strong","evidenceNote":"Abstract; Figure 2 (discipline) and Figure 3 (assessment type and class size)","limitation":"Scope caution: a pooled effect across different STEM courses and assessments does not predict the gain in one course.","sourceRef":"https://doi.org/10.1073/pnas.1319030111","sourceType":"user","abstractUrl":"https://pubmed.ncbi.nlm.nih.gov/24821756/","fullTextUrl":"https://pmc.ncbi.nlm.nih.gov/articles/PMC4060654/"},{"id":"deslauriers-2019","authors":"Deslauriers et al.","title":"Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom","year":"2019","method":"Random assignment to active or passive instruction with identical content and handouts","sample":"Students in large-enrollment introductory college physics courses","finding":"Students learned more with active instruction but reported a lower feeling of learning than peers receiving passive instruction.","theme":"Learning outcomes","contribution":"complicates","evidenceStrength":"medium","evidenceNote":"Abstract: controlled comparison of actual learning and self-reported learning","limitation":"Scope caution: introductory physics and perceived learning are a narrower question than long-term retention or all STEM teaching.","sourceRef":"https://doi.org/10.1073/pnas.1821936116","sourceType":"user","abstractUrl":"https://pubmed.ncbi.nlm.nih.gov/31484770/","fullTextUrl":"https://pmc.ncbi.nlm.nih.gov/articles/PMC6765278/"},{"id":"theobald-2020","authors":"Theobald et al.","title":"Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math","year":"2020","method":"Meta-analysis with Bayesian regression of achievement gaps","sample":"15 examination-score studies (9,238 students); 26 failure-rate studies (44,606 students)","finding":"Average examination-score gaps narrowed by 33% and passing-rate gaps by 45%; gap narrowing depended on the intensity of active learning.","theme":"Equity and implementation","contribution":"supports","evidenceStrength":"strong","evidenceNote":"Abstract; Figure 1 (average gaps) and Figure 4 (active-learning intensity)","limitation":"Scope caution: relative gap reductions are not percentage-point gains for individual students; implementation varied across courses.","sourceRef":"https://doi.org/10.1073/pnas.1916903117","sourceType":"user","abstractUrl":"https://pubmed.ncbi.nlm.nih.gov/32152114/","fullTextUrl":"https://pmc.ncbi.nlm.nih.gov/articles/PMC7104254/"}]}