There is extensive evidence that active learning or evidence-based teaching [EBT] is more effective in student learning than passive traditional lecture. However, there is little research on what intensity or duration of active learning is most effective at enhancing student achievement and if there is a differential impact on different student groups. We were interested in determining the level of active learning used in the Biology department at one research university and how this level of active learning impacted student achievement. We posed the following two research questions: (a) Were there any meaningful patterns in the use of EBT practices across a Biology department at one research university, and (b) Were there any significant achievement gaps in learning among different patterns of EBT practices and different student groups? We collected class videos, student exam performance, and student demographic information from 32 courses. Four randomly selected class videos were selected from each course. Each class was coded using the Practical Observation Rubric To Assess Active Learning [PORTAAL]. PORTAAL consists of 21 dimensions of best practices in active learning identified from the education research literature based on their documented improvement of student learning. These elements are observable and quantifiable in an active learning classroom, making the tool quick and relatively easy to learn. Pairs of researchers independently coded each class before working together to reach consensus on coding. The coded data were analyzed to determine meaningful patterns of EBT practices using latent class analysis.
Results/Conclusions
We found that there were variations in implementing EBT practices across the 32 Biology courses and these variations emerged as three latent classes. Each latent class was different in the implementation of 10 active learning elements (i.e., high 1, high 2, and low EBT implementation classes). There were no achievement gaps on exam performance in the courses clustered within the high EBT implementation classes. However, achievement gaps based on gender, underrepresented minority status, and socioeconomic status were found in the low EBT implementation class. We suggest that high EBT implementation contributed to reducing achievement gaps between different student groups. Building on what we have learned about EBT implementation, our goal is to create and document an affordable, scalable, sustainable, and evidence-based teaching framework for universities across the US for promoting innovative teaching practices on their campuses.