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Active learning pedagogies are shown to enhance the outcomes of students, particularly in disciplines known for high attrition rates. Despite the demonstrated benefits of active learning, didactic lecture continues to predominate in science, technology, engineering, and mathematics (STEM) courses. Change agents and professional development programs have historically placed emphasis on develop–disseminate efforts for the adoption of research-based instructional strategies (RBIS). With numerous reported barriers and motivators for trying out and adopting active learning, it is unclear to what extent these factors are associated with adoption of RBIS and the effectiveness of change strategies. We present the results of a large-scale, survey-based study of introductory chemistry, mathematics, and physics instructors and their courses in the United States. Herein, we evaluate the association of 17 malleable factors with the tryout and adoption of RBIS. Multilevel logistic regression analyses suggest that several contextual, personal, and teacher thinking factors are associated with different stages of RBIS adoption. These results are also compared with analogous results evaluating the association of these factors with instructors’ time spent lecturing. We offer actionable implications for change agents to provide targeted professional development programming and for institutional leaders to influence the adoption of active learning pedagogies in introductory STEM courses.
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Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses
Abstract BackgroundActive learning used in science, technology, engineering, and mathematics (STEM) courses has been shown to improve student outcomes. Nevertheless, traditional lecture-orientated approaches endure in these courses. The implementation of teaching practices is a result of many interrelated factors including disciplinary norms, classroom context, and beliefs about learning. Although factors influencing uptake of active learning are known, no study to date has had the statistical power to empirically test the relative association of these factors with active learning when considered collectively. Prior studies have been limited to a single or small number of evaluated factors; in addition, such studies did not capture the nested nature of institutional contexts. We present the results of a multi-institution, large-scale (N = 2382 instructors;N = 1405 departments;N = 749 institutions) survey-based study in the United States to evaluate 17 malleable factors (i.e., influenceable and changeable) that are associated with the amount of time an instructor spends lecturing, a proxy for implementation of active learning strategies, in introductory postsecondary chemistry, mathematics, and physics courses. ResultsRegression analyses, using multilevel modeling to account for the nested nature of the data, indicate several evaluated contextual factors, personal factors, and teacher thinking factors were significantly associated with percent of class time lecturing when controlling for other factors used in this study. Quantitative results corroborate prior research in indicating that large class sizes are associated with increased percent time lecturing. Other contextual factors (e.g., classroom setup for small group work) and personal contexts (e.g., participation in scholarship of teaching and learning activities) are associated with a decrease in percent time lecturing. ConclusionsGiven the malleable nature of the factors, we offer tangible implications for instructors and administrators to influence the adoption of more active learning strategies in introductory STEM courses.
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- PAR ID:
- 10362587
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- International Journal of STEM Education
- Volume:
- 9
- Issue:
- 1
- ISSN:
- 2196-7822
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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