ERIC Number: EJ1036851
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 44
Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics
Kogan, Marina; Laursen, Sandra L.
Innovative Higher Education, v39 n3 p183-199 Jun 2014
As student-centered approaches to teaching and learning are more widely applied, researchers must assess the outcomes of these interventions across a range of courses and institutions. As an example of such assessment, this study examined the impact of inquiry-based learning (IBL) in college mathematics on undergraduates' subsequent grades and course selection at two institutions. Insight is gained upon disaggregating results by course type (IBL vs. non-IBL), by gender, and by prior mathematics achievement level. In particular, the impact of IBL on previously low-achieving students' grades is sizable and persistent. The authors offer some methodological advice to guide future such studies.
Descriptors: Inquiry, Active Learning, Case Studies, College Mathematics, Student Centered Curriculum, Undergraduate Students, Academic Achievement, Course Selection (Students), Gender Differences, Prior Learning, Mathematics Achievement, Achievement Gains, Instructional Effectiveness, Outcome Measures, Teaching Methods
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A