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Investigating the Impact of Active Learning in Large Coordinated Calculus Courses

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Abstract

Our study investigated the impact of active learning on student learning in a large, first-year, multi-section Calculus for Life sciences course(s). Two cohorts of students in control (traditional lectures) and experimental (active learning) conditions were compared based on achievement on identical test items, administered in a supervised in-person environment. We additionally held focus groups to ascertain student perspectives on active learning. Findings suggest that in both sets of cohorts, students in experimental conditions performed better, on average. Further, students felt that learning this way supported the development of transferable skills, such as work habits, self-directed learning and metacognition. We contend that with the combination of these results, in addition to our context and design, this study offers new evidence and insights into the impact of active learning in tertiary mathematics. We argue that, when implemented properly, active learning methods can improve student performance, even in large-enrollment and multi-section mathematics classes.

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Data Availability

Data collected in this study are available from the corresponding author upon reasonable request. Sharing of the data may be restricted to protect the confidentiality and privacy of participants, as per our ethics board approval protocol.

Notes

  1. The word “traditional” is used in this paper to reflect historically common pedagogy in higher education that relies on teacher-centered forms of teaching, most often lecturing (e.g., Kim et al., 2019).

  2. Note that we use the term “active learning” as shorthand for “active learning pedagogy.” We note that it is the learners who engage in active learning, and we seek to investigate pedagogical practices that support student’s active learning within classroom settings.

  3. This is not a supervised quiz, but merely a homework assignment labeled as 'a quiz' on our learning management system.

  4. “Highlights” are a component of each class structure where important ideas related to a concept/topic are discussed (this can be done orally, on a projected slide, a handout, etc.).

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Authors and Affiliations

  1. University of Toronto Mississauga, 3359 Mississauga Road, Mississauga, ON, L5L 1C6, USA

    Shay Fuchs

  2. Ontario Institute for Studies in Education, University of Toronto, 11th floor, 252 Bloor Street West, Toronto, ON, M5S 1V6, USA

    Gurpreet Sahmbi

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  1. Shay Fuchs
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Correspondence to Shay Fuchs.

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Fuchs, S., Sahmbi, G. Investigating the Impact of Active Learning in Large Coordinated Calculus Courses. Int. J. Res. Undergrad. Math. Ed. (2024). https://doi.org/10.1007/s40753-024-00234-6

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