Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: a meta-analysis
A previous meta-analysis found that active learning has a positive impact on learning achievements for college students in STEM fields of study. However, no similar meta-analyses have been conducted in the humanities and social sciences. Because major dissimilarities may exist between different fiel...
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| Published in | Higher education Vol. 86; no. 6; pp. 1377 - 1394 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer Netherlands
01.12.2023
Springer Springer Nature B.V |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0018-1560 1573-174X |
| DOI | 10.1007/s10734-022-00977-8 |
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| Abstract | A previous meta-analysis found that active learning has a positive impact on learning achievements for college students in STEM fields of study. However, no similar meta-analyses have been conducted in the humanities and social sciences. Because major dissimilarities may exist between different fields or domain of knowledge, there can be issues with transferring research findings or knowledge across fields. We therefore meta-analyzed 104 studies that used assessment scores to compare the learning achieved by college students in humanities and social science programs under active instruction versus traditional lecturing. Student performance on assessment scores was found to be higher by 0.489 standard deviations under active instruction (
Z
= 6.521,
p
< 0.001,
k
= 111,
N
= 15,896). The relative beneficial effect of active instruction was found to be higher for some course subject matters (i.e., Sociology, Psychology, Language, Education, and Economics), for smaller (≤ 20 students) rather than larger class or group sizes, and for upper level rather than introductory courses. Analyses further suggest that these findings are not affected by publication bias. |
|---|---|
| AbstractList | A previous meta-analysis found that active learning has a positive impact on learning achievements for college students in STEM fields of study. However, no similar meta-analyses have been conducted in the humanities and social sciences. Because major dissimilarities may exist between different fields or domain of knowledge, there can be issues with transferring research findings or knowledge across fields. We therefore meta-analyzed 104 studies that used assessment scores to compare the learning achieved by college students in humanities and social science programs under active instruction versus traditional lecturing. Student performance on assessment scores was found to be higher by 0.489 standard deviations under active instruction (
Z
= 6.521,
p
< 0.001,
k
= 111,
N
= 15,896). The relative beneficial effect of active instruction was found to be higher for some course subject matters (i.e., Sociology, Psychology, Language, Education, and Economics), for smaller (≤ 20 students) rather than larger class or group sizes, and for upper level rather than introductory courses. Analyses further suggest that these findings are not affected by publication bias. A previous meta-analysis found that active learning has a positive impact on learning achievements for college students in STEM fields of study. However, no similar meta-analyses have been conducted in the humanities and social sciences. Because major dissimilarities may exist between different fields or domain of knowledge, there can be issues with transferring research findings or knowledge across fields. We therefore meta-analyzed 104 studies that used assessment scores to compare the learning achieved by college students in humanities and social science programs under active instruction versus traditional lecturing. Student performance on assessment scores was found to be higher by 0.489 standard deviations under active instruction (Z = 6.521, p < 0.001, k = 111, N = 15,896). The relative beneficial effect of active instruction was found to be higher for some course subject matters (i.e., Sociology, Psychology, Language, Education, and Economics), for smaller (≤ 20 students) rather than larger class or group sizes, and for upper level rather than introductory courses. Analyses further suggest that these findings are not affected by publication bias. A previous meta-analysis found that active learning has a positive impact on learning achievements for college students in STEM fields of study. However, no similar meta-analyses have been conducted in the humanities and social sciences. Because major dissimilarities may exist between different fields or domain of knowledge, there can be issues with transferring research findings or knowledge across fields. We therefore meta-analyzed 104 studies that used assessment scores to compare the learning achieved by college students in humanities and social science programs under active instruction versus traditional lecturing. Student performance on assessment scores was found to be higher by 0.489 standard deviations under active instruction (Z = 6.521, p < 0.001, k = 111, N = 15,896). The relative beneficial effect of active instruction was found to be higher for some course subject matters (i.e., Sociology, Psychology, Language, Education, and Economics), for smaller ([less than or equal to] 20 students) rather than larger class or group sizes, and for upper level rather than introductory courses. Analyses further suggest that these findings are not affected by publication bias. |
| Audience | Higher Education Postsecondary Education |
| Author | Kozanitis, Anastassis Nenciovici, Lucian |
| Author_xml | – sequence: 1 givenname: Anastassis orcidid: 0000-0002-2671-5499 surname: Kozanitis fullname: Kozanitis, Anastassis email: kozanitis.anastassis@uqam.ca organization: Department of Didactics, Université du Québec À Montréal – sequence: 2 givenname: Lucian orcidid: 0000-0002-3004-7059 surname: Nenciovici fullname: Nenciovici, Lucian organization: Department of Didactics, Université du Québec À Montréal |
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| ContentType | Journal Article |
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| Keywords | Active learning; Humanities Learning achievement Higher education Social sciences Meta-analysis |
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| Title | Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: a meta-analysis |
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