Active Learning Outcomes

Decreased failure rates
Failure rates that are 55% lower; Students in a traditional lecture class are 1.5 times more likely to fail (Freeman, 2014). DFW rate may be 1/4th of that seen in traditional courses (Kramer, Brewe and O’Brien, 2008).

Increased academic success, understanding and retention
Improved academic achievement (Johnson, Johnson and Smith, 1998; Springer et al.), raised academic grades by half a letter (Freeman, 2014); Increased retention of material (Handelsman et al., 2004; McKeachie, 1972) and better conceptual understanding (Beichner et al., 2007; PCAST, 2012).

Increased Inclusion and Diversity
Increased inclusion and success of marginalized students: AL Appears to close gender gaps (Streitmatter, 1994) and achievement gaps (Haak et al., 2011). The decreased failure rate in active learning classrooms is even greater for African American and Native American minority students than it is for majority students (Beichner, 2007).

Increased Global Citizenry
Improved perception of greater social impact (Johnson, Johnson and Smith; students see the social and environmental change made possible by their work (Simon et al., 2013).

Increased engagement
Increased engagement (Allen et al. 2011; Freeman et al., 2014) and improved learning gains due to this engagement (Redish et al. and Laws et al).

Increased motivation to learn
Increased student motivation and level of interest (Ahlfeldt et al., 2005; Butler, 2001; Gonyea et al. 2010; Light, 2001; Murray & Summerlee, 2007). Increases positive learning attitudes of both low and high GPA students (Park and Choi, 2014).

Increased science professional skill
Improves student ability to think like scientist, helping "students develop the habits of mind that drive science,” (Handelsman et al., 2004). Positive impact on students’ writing skills (Bonwell and Eison, 1991). Improved lab measurement skills (Beichner et al., 2007).

Increased likelihood to learn throughout a lifetime
Nurturing of life-long learning (Smith et al., 2005).

Increased interaction and esteem
Improved quality of interpersonal interaction and improved self-esteem (Johnson, Johnson and Smith, 1998).

Increased long-term achievement
Early college learner-centered & inquiry-based courses, focusing on critical thinking, collaboration and inquiry, increase long-term student achievement (Derting and Ebert-May, 2010).

Cited References