Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics

Autor/inn/en	Kogan, Marina; Laursen, Sandra L.
Titel	Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics
Quelle	In: Innovative Higher Education, 39 (2014) 3, S.183-199 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-013-9269-9
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Aktives Lernen; Case study; Fallstudie; Case Study; Schulleistung; Course selection; Student; Students; Kurswahl; Geschlechterkonflikt; Vorkenntnisse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10