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<p><span style="font-family:"Tahoma","sans-serif""><a href="http://www.pnas.org/content/early/2014/05/08/1319030111">http://www.pnas.org/content/early/2014/05/08/1319030111</a></span>
<o:p></o:p></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-size:24.0pt">Active learning increases student performance in science, engineering, and mathematics<o:p></o:p></span></b></p>
<ol start="1" type="1">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo1">
<a href="http://www.pnas.org/search?author1=Scott+Freeman&sortspec=date&submit=Submit">Scott Freeman</a><a href="http://www.pnas.org/content/early/2014/05/08/1319030111#aff-1"><sup>a</sup></a>,<a href="http://www.pnas.org/content/early/2014/05/08/1319030111#corresp-1"><sup>1</sup></a>,
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo1">
<a href="http://www.pnas.org/search?author1=Sarah+L.+Eddy&sortspec=date&submit=Submit">Sarah L. Eddy</a><a href="http://www.pnas.org/content/early/2014/05/08/1319030111#aff-1"><sup>a</sup></a>,
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo1">
<a href="http://www.pnas.org/search?author1=Miles+McDonough&sortspec=date&submit=Submit">Miles McDonough</a><a href="http://www.pnas.org/content/early/2014/05/08/1319030111#aff-1"><sup>a</sup></a>,
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo1">
<a href="http://www.pnas.org/search?author1=Michelle+K.+Smith&sortspec=date&submit=Submit">Michelle K. Smith</a><a href="http://www.pnas.org/content/early/2014/05/08/1319030111#aff-2"><sup>b</sup></a>,
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo1">
<a href="http://www.pnas.org/search?author1=Nnadozie+Okoroafor&sortspec=date&submit=Submit">Nnadozie Okoroafor</a><a href="http://www.pnas.org/content/early/2014/05/08/1319030111#aff-1"><sup>a</sup></a>,
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo1">
<a href="http://www.pnas.org/search?author1=Hannah+Jordt&sortspec=date&submit=Submit">Hannah Jordt</a><a href="http://www.pnas.org/content/early/2014/05/08/1319030111#aff-1"><sup>a</sup></a>, and
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo1">
<a href="http://www.pnas.org/search?author1=Mary+Pat+Wenderoth&sortspec=date&submit=Submit">Mary Pat Wenderoth</a><a href="http://www.pnas.org/content/early/2014/05/08/1319030111#aff-1"><sup>a</sup></a><o:p></o:p></li></ol>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><a href="http://www.pnas.org/content/early/2014/05/08/1319030111" title="">Author Affiliations</a><o:p></o:p></p>
<ol start="1" type="1">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo2">
Edited<a href="http://www.pnas.org/content/early/2014/05/08/1319030111#fn-4">*</a> by Bruce Alberts, University of California, San Francisco, CA, and approved April 15, 2014 (received for review October 8, 2013)
<o:p></o:p></li></ol>
<ol start="1" type="1">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo3">
Abstract<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo3">
<a href="http://www.pnas.org/content/early/2014/05/08/1319030111">Authors & Info</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo3">
<a href="http://www.pnas.org/content/early/2014/05/08/1319030111/suppl/DCSupplemental">SI</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo3">
<a href="http://www.pnas.org/content/early/2014/05/08/1319030111">Metrics</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo3">
<a href="http://www.pnas.org/content/early/2014/05/08/1319030111">Related Content</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo3">
<a href="http://www.pnas.org/content/early/2014/05/08/1319030111.full.pdf+html">PDF</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo3">
<a href="http://www.pnas.org/content/early/2014/05/08/1319030111.full.pdf+html?with-ds=yes">PDF + SI</a><o:p></o:p></li></ol>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-size:18.0pt">Significance<o:p></o:p></span></b></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto">The President’s Council of Advisors on Science and Technology has called for a 33% increase in the number of science, technology, engineering, and mathematics (STEM) bachelor’s
degrees completed per year and recommended adoption of empirically validated teaching practices as critical to achieving that goal. The studies analyzed here document that active learning leads to increases in examination performance that would raise average
grades by a half a letter, and that failure rates under traditional lecturing increase by 55% over the rates observed under active learning. The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be
answered, at least in part, by abandoning traditional lecturing in favor of active learning.
<o:p></o:p></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-size:18.0pt">Abstract<o:p></o:p></span></b></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto">To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing
student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories
increased by 0.47 SDs under active learning (<i>n</i> = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (<i>n</i> = 67 studies). These results indicate that average examination scores improved by about 6% in active learning
sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning
increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (<i>n</i> ˜ 50) classes. Trim and fill analyses and fail-safe
<i>n</i> calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This
is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred,
empirically validated teaching practice in regular classrooms. <o:p></o:p></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo4">
<a href="http://www.pnas.org/search?fulltext=constructivism&sortspec=date&submit=Submit&andorexactfulltext=phrase">constructivism</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo4">
<a href="http://www.pnas.org/search?fulltext=undergraduate+education&sortspec=date&submit=Submit&andorexactfulltext=phrase">undergraduate education</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo4">
<a href="http://www.pnas.org/search?fulltext=evidence-based+teaching&sortspec=date&submit=Submit&andorexactfulltext=phrase">evidence-based teaching</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo4">
<a href="http://www.pnas.org/search?fulltext=scientific+teaching&sortspec=date&submit=Submit&andorexactfulltext=phrase">scientific teaching</a><o:p></o:p></li></ul>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-size:18.0pt">Footnotes<o:p></o:p></span></b></p>
<ul style="margin-top:0in" type="disc">
<li class="MsoNormal" style="mso-list:l3 level1 lfo5"><sup>1</sup>To whom correspondence should be addressed. E-mail:
<a href="mailto:srf991@u.washington.edu">srf991@u.washington.edu</a>. <o:p></o:p></li></ul>
<ul style="margin-top:0in" type="disc">
<li class="MsoNormal" style="mso-list:l2 level1 lfo6">Author contributions: S.F. and M.P.W. designed research; S.F., M.M., M.K.S., N.O., H.J., and M.P.W. performed research; S.F. and S.L.E. analyzed data; and S.F., S.L.E., M.M., M.K.S., N.O., H.J., and M.P.W.
wrote the paper. <o:p></o:p></li><li class="MsoNormal" style="mso-list:l2 level1 lfo6">The authors declare no conflict of interest.<o:p></o:p></li><li class="MsoNormal" style="mso-list:l2 level1 lfo6">*This Direct Submission article had a prearranged editor.
<o:p></o:p></li><li class="MsoNormal" style="mso-list:l2 level1 lfo6">This article contains supporting information online at
<a href="http://www.pnas.org/lookup/suppl/doi:10.1073/pnas.1319030111/-/DCSupplemental" target="_blank">
www.pnas.org/lookup/suppl/doi:10.1073/pnas.1319030111/-/DCSupplemental</a>. <o:p>
</o:p></li></ul>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto">Freely available online through the PNAS open access option.<o:p></o:p></p>
<p class="MsoNormal"><span style="font-family:"Tahoma","sans-serif""><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-family:"Tahoma","sans-serif";color:black">Best wishes,<br>
Leon Kappelman<o:p></o:p></span></p>
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<b><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black">“The whole aim of practical politics is to keep the populace alarmed (and hence clamorous to be led to safety), by menacing it with an endless series of hobgoblins, all of them
imaginary.” – H.L. Mencken<o:p></o:p></span></b></p>
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</span><b><span style="font-size:9.0pt;font-family:"Tahoma","sans-serif";color:black">Leon A. Kappelman, Ph.D.</span></b><b><span style="font-size:9.0pt;font-family:"Tahoma","sans-serif";color:black">
</span></b><b><span style="font-size:8.0pt;font-family:"Tahoma","sans-serif";color:black"><br>
</span></b><span style="font-size:11.0pt;font-family:"Calibri","sans-serif""><a href="http://www.cob.unt.edu/profiles/112"><b><span style="font-size:8.0pt;font-family:"Tahoma","sans-serif"">Professor of Information Systems</span></b></a></span><b><span style="font-size:8.0pt;font-family:"Tahoma","sans-serif";color:black">
</span></b><span style="font-size:8.0pt;font-family:"Tahoma","sans-serif";color:black"><br>
Director Emeritus, Information Systems Research Center<br>
Fellow, Texas Center for Digital Knowledge<br>
College of Business, University of North Texas<br>
Voice: 940-565-4698 Email: </span><span style="font-size:11.0pt;font-family:"Calibri","sans-serif""><a href="mailto:kapp@unt.edu"><span style="font-size:8.0pt;font-family:"Tahoma","sans-serif"">kapp@unt.edu</span></a></span><span style="font-size:11.0pt;font-family:"Tahoma","sans-serif";color:black"><o:p></o:p></span></p>
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</span><span style="font-size:11.0pt;font-family:"Calibri","sans-serif""><a href="http://www.simnet.org/?ITTrendsStudy"><span style="font-size:8.0pt;font-family:"Tahoma","sans-serif"">Primary Investigator, SIM’s Annual IT Trends Study</span></a></span><span style="font-size:8.0pt;font-family:"Tahoma","sans-serif";color:black"><br>
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</span><span style="font-size:9.0pt;font-family:"Tahoma","sans-serif";color:#1C7C00">Please consider the environment before printing this e-mail</span><span style="font-size:9.0pt;font-family:"Tahoma","sans-serif";color:#006666"> </span><span style="font-size:11.0pt;font-family:"Tahoma","sans-serif";color:black"><o:p></o:p></span></p>
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