Analyzing student achievement to measure the effectiveness of professional development for active learning strategies in the engineering classroom

Sarah Hoyt, Lydia Ross, Eugene Judson, Stephen Krause, Lindy Mayled

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

When paired with a classroom observation rubric, like the Reformed Teaching Observational Protocol (RTOP), student achievement can provide evidence that active learning is present and impacting how students perform and interact with their coursework. This article also builds upon past findings as they relate to student achievement and how the data associated with this five-year project aligns with the research that student achievement increases in classrooms that utilize active learning and engagement-style strategies. Results show an increase in persistence along with an overall positive shift in grade distribution.

Original languageEnglish (US)
Pages (from-to)123-136
Number of pages14
JournalJournal of Higher Education Theory and Practice
Volume20
Issue number11
DOIs
StatePublished - 2020

ASJC Scopus subject areas

  • Education

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