Evaluating the Impact of Malleable Factors on Percent Time Lecturing in Gateway Chemistry, Mathematics, and Physics Courses

Autor/inn/en	Yik, Brandon J.; Raker, Jeffrey R.; Apkarian, Naneh; Stains, Marilyne; Henderson, Charles; Dancy, Melissa H.; Johnson, Estrella
Titel	Evaluating the Impact of Malleable Factors on Percent Time Lecturing in Gateway Chemistry, Mathematics, and Physics Courses
Quelle	In: International Journal of STEM Education, 9 (2022), Artikel 15 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yik, Brandon J.) ORCID (Raker, Jeffrey R.) ORCID (Apkarian, Naneh) ORCID (Stains, Marilyne) ORCID (Henderson, Charles) ORCID (Dancy, Melissa H.) ORCID (Johnson, Estrella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-022-00333-3
Schlagwörter	Introductory Courses; Lecture Method; College Science; College Mathematics; Chemistry; Physics; Active Learning; Time; Context Effect; Teacher Characteristics; College Faculty; STEM Education + Suchen Sie Ihr Suchwort? Einführungskurs; Chemie; Physik; Aktives Lernen; Zeit; Fakultät; STEM
Abstract	Background: Active 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. Results: Regression 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. Conclusions: Given 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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01