Investigating the Impact of Active Learning in Large Coordinated Calculus Courses

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.