ERIC Number: EJ1292419
Record Type: Journal
Publication Date: 2021-Apr
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0742-5627
EISSN: N/A
Available Date: N/A
Broken Promises? Examining the Effectiveness of Promising Practices in STEM Lectures by Student Subgroups
Innovative Higher Education, v46 n2 p223-239 Apr 2021
Traditional approaches to teaching and learning in large undergraduate STEM lectures has not kept pace with the massification and diversification of higher education. Efforts to alleviate learning obstacles call for improved instruction, stipulating the utility of specific pedagogical techniques delineated as "promising practices"; however, little evidence supports their effectiveness. In this study, a quasi-experimental method is applied to a large panel dataset containing course observations and institutional records to investigate the effect of promising practices on student learning. Additionally, differential effects are examined across several important nontraditional and historically under-served populations, such as Hispanic, first-generation, low-income and lower prior ability students. Results suggest that two information relaying techniques--the use of prior content and reviewing exam content--were positively and significantly associated with student outcomes, and estimates were found to be stable across subgroups. Implications for higher education teaching and learning, as well as empirical research in these areas, are discussed.
Descriptors: STEM Education, Undergraduate Students, Lecture Method, Instructional Effectiveness, Hispanic American Students, First Generation College Students, Low Income Students, Prior Learning
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1256500
Author Affiliations: N/A