Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure

Gavassa, Sat; Benabentos, Rocio; Kravec, Marcy; Collins, Timothy M.; Eddy, Sarah L.

doi:10.1187/cbe.18-08-0153

Cited by 29 publications

(24 citation statements)

References 31 publications

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“…We sought to replicate previous DBER research that employed increased course structure (Haak et al. , 2011; Eddy and Hogan, 2014; Gavassa et al. , 2019) and to assess whether our course design would promote academic improvement among a diverse undergraduate population.…”

Section: Discussionmentioning

confidence: 99%

Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course

Wilton

Gonzalez-Niño

McPartlan

et al. 2019

LSE

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Integration of active-learning approaches into increased-structure postsecondary classrooms significantly improves student academic outcomes. We describe here two parallel sections of Introductory Biology that shared learning objectives and content but varied in course structure. The large-enrollment traditional course consisted of four 50-minute lectures coupled with minimal active-learning techniques, while an increased-structure intervention course integrated multiple active-learning approaches, had limited enrollment, and comprised three 50-minute lectures combined with a fourth peer-led team-learning discussion section. Additionally, the intervention course employed weekly review quizzes and multiple in-class formative assessments. The academic impact of these two course formats was evaluated by use of common exam questions, final grade, and student retention. We showed that academic achievement and retention of participants enrolled in the intervention course was significantly improved when compared with the traditional section. Further, we explored whether promoting in-class student–student/student–instructor interactions and peer-led discussion sections fostered a greater sense of belonging. At the end of the course, participants in the intervention course reported greater perceptions of classroom belonging. Therefore, this study begins to characterize the importance of combining pedagogical methods that promote both academic success and belonging to effectively improve retention in science, technology, engineering, and mathematics majors.

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Section: Discussionmentioning

confidence: 99%

Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course

Wilton

Gonzalez-Niño

McPartlan

et al. 2019

LSE

View full text Add to dashboard Cite

show abstract

“…Active-learning practices such as peer instruction with clicker questions or small-group work have been shown to be more effective for student learning and engagement than solely lecturing in college classrooms (Haak et al, 2011;Smith et al, 2011;Freeman et al, 2014). Furthermore, incorporating active learning in the classroom has been found to increase equitable outcomes for URM and first-generation students and decrease student failure rates (Stephens et al, 2012;Eddy and Hogan, 2014;Ballen et al, 2017;Gavassa et al, 2019). In addition to improving student learning outcomes, active-learning approaches positively impact student retention.…”

Section: Introductionmentioning

confidence: 99%

“What Will I Experience in My College STEM Courses?” An Investigation of Student Predictions about Instructional Practices in Introductory Courses

Meaders

Toth

Lane

et al. 2019

LSE

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The instructional practices used in introductory college courses often differ dramatically from those used in high school courses, and dissatisfaction with these practices is cited by students as a prominent reason for leaving science, technology, engineering, and mathematics (STEM) majors. To better characterize the transition to college course work, we investigated the extent to which incoming expectations of course activities differ based on student demographic characteristics, as well as how these expectations align with what students will experience. We surveyed more than 1500 undergraduate students in large introductory STEM courses at three research-intensive institutions during the first week of classes about their expectations regarding how class time would be spent in their courses. We found that first-generation and first-semester students predict less lecture than their peers and that class size had the largest effect on student predictions. We also collected classroom observation data from the courses and found that students generally underpredicted the amount of lecture observed in class. This misalignment between student predictions and experiences, especially for first-generation and first-semester college students and students enrolled in large- and medium-size classes, has implications for instructors and universities as they design curricula for introductory STEM courses with explicit retention goals.

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“…A recent metaanalysis concluded that, on average, active learning in STEM leads to higher examination scores and lower failure rates for all students, compared to all students in the same courses taught via traditional lecturing (20). However, several reports from undergraduate biology courses also suggest that innovative course designs with active learning can reduce or even eliminate achievement gaps for MGS (12,(21)(22)(23)(24). Is there evidence that active learning leads to disproportionate benefits for students from MGS across a wide array of STEM disciplines, courses, instructors, and intervention types?…”

mentioning

confidence: 99%

Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math

Theobald

Hill

Tran

et al. 2020

Proc. Natl. Acad. Sci. U.S.A.

835

602

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We tested the hypothesis that underrepresented students in active-learning classrooms experience narrower achievement gaps than underrepresented students in traditional lecturing classrooms, averaged across all science, technology, engineering, and mathematics (STEM) fields and courses. We conducted a comprehensive search for both published and unpublished studies that compared the performance of underrepresented students to their overrepresented classmates in active-learning and traditional-lecturing treatments. This search resulted in data on student examination scores from 15 studies (9,238 total students) and data on student failure rates from 26 studies (44,606 total students). Bayesian regression analyses showed that on average, active learning reduced achievement gaps in examination scores by 33% and narrowed gaps in passing rates by 45%. The reported proportion of time that students spend on in-class activities was important, as only classes that implemented high-intensity active learning narrowed achievement gaps. Sensitivity analyses showed that the conclusions are robust to sampling bias and other issues. To explain the extensive variation in efficacy observed among studies, we propose the heads-and-hearts hypothesis, which holds that meaningful reductions in achievement gaps only occur when course designs combine deliberate practice with inclusive teaching. Our results support calls to replace traditional lecturing with evidence-based, active-learning course designs across the STEM disciplines and suggest that innovations in instructional strategies can increase equity in higher education.

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Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure

Cited by 29 publications

References 31 publications

Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course

Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course

“What Will I Experience in My College STEM Courses?” An Investigation of Student Predictions about Instructional Practices in Introductory Courses

Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math

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