Effect of Active Learning versus Traditional Lecturing on the Learning Achievement of College Students in Humanities and Social Sciences: A Meta-Analysis

Autor/inn/en	Kozanitis, Anastassis; Nenciovici, Lucian
Titel	Effect of Active Learning versus Traditional Lecturing on the Learning Achievement of College Students in Humanities and Social Sciences: A Meta-Analysis
Quelle	In: Higher Education: The International Journal of Higher Education Research, 86 (2023) 6, S.1377-1394 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kozanitis, Anastassis) ORCID (Nenciovici, Lucian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-022-00977-8
Schlagwörter	College Students; Humanities; Social Sciences; Active Learning; Lecture Method; Academic Achievement + Suchen Sie Ihr Suchwort? Collegestudent; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Aktives Lernen; Schulleistung
Abstract	A previous meta-analysis found that active learning has a positive impact on learning achievements for college students in STEM fields of study. However, no similar meta-analyses have been conducted in the humanities and social sciences. Because major dissimilarities may exist between different fields or domain of knowledge, there can be issues with transferring research findings or knowledge across fields. We therefore meta-analyzed 104 studies that used assessment scores to compare the learning achieved by college students in humanities and social science programs under active instruction versus traditional lecturing. Student performance on assessment scores was found to be higher by 0.489 standard deviations under active instruction (Z = 6.521, p < 0.001, k = 111, N = 15,896). The relative beneficial effect of active instruction was found to be higher for some course subject matters (i.e., Sociology, Psychology, Language, Education, and Economics), for smaller ([less than or equal to] 20 students) rather than larger class or group sizes, and for upper level rather than introductory courses. Analyses further suggest that these findings are not affected by publication bias. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01