Christopher J Lonigan, Darcey M Allan, J Marc Goodrich, Amber L Farrington, Beth M Phillips
Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills
Journal of learning disabilities
test hypothesis lecturing maximizes learning course performance metaanalyzed 225 studies reported data examination scores failure rates comparing student performance undergraduate science technology engineering mathematics stem courses traditional lecturing versus active learning effect sizes indicate average student performance examinations concept inventories increased 047 sds active learning n 158 studies odds ratio failing 195 traditional lecturing n 67 studies results indicate average examination scores improved 6 active learning sections students classes traditional lecturing 15 times likely fail students classes active learning heterogeneity analyses indicated results hold across stem disciplines active learning increases scores concept inventories course examinations active learning appears effective across class sizesalthough greatest effects small n 50 classes trim fill analyses failsafe n calculations suggest results due publication bias results also appear robust variation methodological rigor included studies based quality controls student quality instructor identity largest comprehensive metaanalysis undergraduate stem education published date results raise questions continued use traditional lecturing control research studies support active learning preferred empirically validated teaching practice regular classrooms