The effect of active learning methods on student retention in engineering statistics

TitleThe effect of active learning methods on student retention in engineering statistics
Publication TypeJournal Article
Year of Publication2000
AuthorsKvam PH
JournalThe American Statistician
Volume54
KeywordsAcademic achievement, Active learning, collaborative learning, Diversity Institute Literature Review, Engineering, Mathematics, teaching
SummaryKvam taught an introductory engineering statistics course in alternative ways in consecutive semesters, using active and cooperative learning methods and using traditional lecture. He discusses the pros and cons of using the active learning technique.
Extended SummaryKvam found that the active learning class required more work from the professor than traditional lecture, especially the first time it was taught. The students appeared to enjoy the active learning class more but also reported lower teacher ratings. The “lower half” of the active learning class benefited the most while the highest achieving students sometimes did not appreciate group work because “they had to carry most of the load.” The active learning class learned from failure, trying an experiment and seeing that it wouldn’t work, as opposed to simply being told what to do. In general, given the small sample, Kvam did not find any statistically significant differences between his two courses. He suggests that a larger sample would likely find long term retention of information benefits from active learning methods for average students and lower-performers.
RecommendationsIf teachers are willing to make the effort, active learning can be a useful technique to teach students who otherwise might not have learned very much. It also allows a teacher to get to know students better and perhaps propel their interest in a subject so that they will pursue advanced coursework and graduate school.