Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students

Abstract

First-generation college students face a variety of barriers in higher education compared with their continuing-generation peers. Active learning practices in STEM classrooms can potentially narrow the achievement gap by increasing academic self-efficacy, or confidence in academic abilities. However, these practices can also provoke anxiety in students. Given that anxiety can impair cognitive performance, we sought to understand how first-generation students perceive active learning practices and whether these perceptions affect the anticipated benefits of active learning. As part of a larger study on pedagogical practices in anatomy and physiology courses at the community college level, we asked students to rate various active learning techniques on how much each provoked anxiety and how much each contributed to their learning. All students ( N = 186) rated some techniques as more anxiety-provoking than others (e.g., cold calling); however, compared to continuing-generation students, first-generation students’ ratings tended to be higher. First-generation students anticipated doing more poorly in a course and attained lower final grades. Notably, the use of active learning practices did not improve first-generation students’ academic self-efficacy: by the end of term, academic self-efficacy decreased in non-white first-generation students whereas other students showed little change. When introducing active learning strategies, instructors may need to proactively address underrepresented minority students’ emotional reactions and ensure that all students experience success with these practices early in a course as a way to bolster academic self-efficacy.

Perceptions of students and teachers about traditional and active didactic strategies in a veterinary anatomy course

“…In addition, it has been observed that students give less educational value to teaching strategies that generate anxiety and some active learning techniques tend to generate more anxiety than lectures (Hood et al, 2020), and a perception of increased workload (Silverthorn, 2020). However, other studies have shown that active learning strategies improved student satisfaction with positive effects on student learning (Dooley et al, 2018;Keegan et al, 2012;Monahan and Yew, 2002).…”

Test Corrections Appear To Benefit Lower-Achieving Students in an Introduction to Biology Major Course: Results of a Single-Site, One-Semester Study

“…Research indicates that minority and female students have reduced self-efficacy, have higher anxiety, and benefit from active learning approaches ( 33 , 34 ). Active learning opportunities appear to increase academic achievement and belongingness in students attending schools with large underrepresented minority populations ( 9 ).…”

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

“…For example, Hulleman and Harackiewicz (2009) conducted a randomized trial and found that by simply asking students to write about the usefulness and utility of the science material to their own life, versus writing a summary of the science material (control group), increased self-reported course interest and course performance (grade), and this effect was only present for students with initial low success expectations. Hood et al (2020) found that the use of active learning in a community college anatomy and physiology course decreased self-reported self-efficacy but only among nonwhite, first-generation students. This outcome may have been driven by anxiety, as first-generation students rated multiple active learning techniques as more anxiety-provoking than did continuing-generation students (Hood et al, 2020).…”

“…(2020) found that the use of active learning in a community college anatomy and physiology course decreased self‐reported self‐efficacy but only among nonwhite, first‐generation students. This outcome may have been driven by anxiety, as first‐generation students rated multiple active learning techniques as more anxiety‐provoking than did continuing‐generation students (Hood et al., 2020). Luckily, a quick intervention may be able to prevent this outcome.…”