Abstract:

Efforts of integrating active learning into introductory, Precalculus and Calculus courses starting in 2014 resulted in improved pass rates, increased student retention, and in the decrease of the performance gap between underrepresented and white students. The active learning program reached a peak in 2019 with new active learning classrooms nearly closing performance gaps.

New challenges surfaced with the global pandemic and the move to remote instruction, unfortunately widening those gaps. We adapted the in-person active learning methods to online learning as best and as fast as possible. We added learning assistants to discussion and changed the format of discussion to include student presentations. Most importantly we formed a community of practice for instructors meeting weekly during the first year of the pandemic.

This study examines the correlation between self-reported student confidence, perception of active learning, and performance in different classroom environments through the administration of surveys and institutional data. This cross sectional study was conducted at an urban, public university in the United States, and examines data from students taking classes ranging from college algebra to single-variable calculus. The analysis presented in this study compares survey results obtained across 6 semesters.

The findings over the course of six semesters with different class modalities ranging from in-person to online, synchronous or asynchronous show that from Fall 2019 to Spring 2021, there was a difference in students’ self-reported self-efficacy that varied by class, ethnicity, and gender. In particular, Spring 2020, at the beginning of the pandemic, showed a uniformly smaller gain in students’ self-reported self-efficacy, compared to pre-pandemic, across different ethnicities and genders. We will compare the results that arose in student self-efficacy by class level, student demographics, and gender to highlight differences. Our analysis shows that active learning has a positive impact on mathematics self-efficacy. Moreover, the impact of the pandemic is visible in students’ self-efficacy and grades.

This study helps to highlight the need to continue our work to improve equity through inclusive teaching with the redesign of curriculum, and particularly the redesign of syllabi and other communications with students.

Keywords:

Student Self-Efficacy, Active Learning, Active Learning Classrooms, Performance Gap, Learning Assistants.