Simultaneous multidimensional impacts of active learning revealed in a first implementation in the MENA region

Abstract

Enhancing science education in developing countries has been a focal point of many studies and efforts, but reform has mainly been driven by top-down approaches that often face impediments. A shift to active learning pedagogies can potentially address these challenges, but it has thus far been predominantly implemented and understood in developed countries. Thanks to the growing accessibility of open education resources and ubiquitous technologies, education reform can now be carried out from the bottom up. Here, we present the results of a two-year implementation of active learning in five core physics and astronomy courses comprising 2,145 students from the Middle East and North Africa (MENA) region. Simultaneous improvements are observed in both students’ performance and their perception of the quality of learning; means improved by 9% (0.5 SD) and 25% (1.5 SD), respectively. The performance gap between students in the bottom quartile and those in the top quartiles was narrowed by 17%. The failure rate was reduced to a third of that in traditional classes; this is 36% better than the results in developed countries, indicating a greater need for active pedagogies by MENA students. Our findings reveal a multidimensional positive influence of active learning, the viability of its grassroots implementation with open resources, and its sustainability and reproducibility. We suggest that wider implementation can boost education-driven economic growth by 1% in per capita gross domestic product [GDP], substantially cut costs of repeating courses, and produce a more competent STEM workforce—all of which are urgently needed to stimulate development and growth.

Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research

“…More recently, Ibrahim et al. (2022) reported a 2‐year study of active learning in physics and astronomy courses involving 2145 students in the Middle East and Northern Africa. They found positive effects of active learning (e.g.…”

“…Active learning can also narrow achievement gaps in examination scores by 33% and passing rate by 45% for students underrepresented in STEM compared to lecture (Theobald et al, 2020). More recently, Ibrahim et al (2022) reported a 2-year study of active learning in physics and astronomy courses involving 2145 students in the Middle East and Northern Africa. They found positive effects of active learning (e.g.…”

Developing territory for active learning

“…Ibrahim, Sulaiman, and Ali ( 10 ) carry out their careful examination of active learning in the Middle East and Northern Africa (MENA) and are conscious of the stakes. People less than 30 years old are 55% of the population of the MENA region.…”

“…On the other hand, they are harshly critical of available university education in the sciences: “Outdated and disengaging science education, which teaches science as a body of facts, and assesses mainly on rote-memorization, does not only turn youth away from STEM disciplines … but also degrades the overall learning and skill-outcomes of the graduates. ( 10 )”…”