Active Learning Helps Students Improve Test Scores
Nathan Harding (7854691)
University of Manitoba
Antoanela Denchuk
Tomi Oleke
October 9 , 2018
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Essay Number: 1
Active Learning Helps Students Improve Grades
Active learning helps students improve grades because they are more involved with their instructors; they prepare for tests more efficiently; use methods to improve transition from short-term to long- term memory; and they engage with their peers. In a study done by U.S department of education(2013) found that students in traditional lecture based courses are 1.5 times more likely to fail than students in course with active learning. Through many studies that have been conducted it has been proven that active learning methods gives students the best chance to succeed.
Students that are actively involved with their instructor are more likely to succeed. When students are actively involved with class such as asking questions or discussing with peers creates more pathways to remember things from class. In a study by Trigweel,K & Prosser,M(1991) they found that in lectures where professors encourage that questions are asked that the students enjoyed taking the class more which facilitated a higher quality learning environment which overall lead to the students doing better in the class. Students that have good relationships with their teachers will enjoy going to class more and will get more out of a class. People often refer to being involved with people as networking. In an article written in the South African Journal of Business Management(2010) says that networking is important because it helps build relationships, which could help find a job early into the working career. Being more active with instructors in school can open more opportunities, such as research opportunities, additional help on work, or extra credit.
Students that use active learning methods study for tests using optimum study techniques. Learning to learn is a very important skill that all students should know. In an article by Ian R. Cornford(2010) he states that the skills needed to learn to learn is a good understanding of metacognitive learning strategies. In the article he also states that students that can not fully master metacognitive skills are likely to struggle in post-secondary education. Students may use a pre-made study method such as the SQ3R study techniques which is an active study technique that helps students better comprehend reading by analyzing the text in chunks. Tara Kuther(2018) says that the SQ3R method improves in retention of read texts which will then lead to better grades. Some people argue that the SQ3R method is too slow and that it is not an effective use of study time. In response Robinson(1970) states the SQ3R method is intending to slow down the reader to improve comprehension, because this method slows the reader down the information is in the short term, it also transfers it to the long term memory.
Making information transition from short-term memory to long-term memory is one of the most important things in any level of education. In an experiment done by Peterson and Peterson(1959) where a three letter sequence was read to participants and after they counted backwards in sets of three from different lengths of time were asked to recite the three letter sequence. The participants after only counting backwards from 18 seconds less than 10% of the three letter sequences were recalled correctly. There are many methods to help transfer things to long term memory. A few examples of methods that are commonly used are Acronyms, Acrostics, Associations, and mnemonics. Lewis(1990)observed that word association and imagery have been recognized as one of the most effective way of absorbing information. With the use of different methods used to transfer things to long term memory it can helps students remember things by creating different things to remember. Once things have been transferred to the long term memory sections of the brain as long as it is used regularly it should stay remembered. When using methods such as mnemonics or other methods of learning, students must remember that even though certain methods may work for one student it may not work for another.
The positives of active learning are also accompanied by a few cons. A common con that is often brought up around active learning is people must participate for active learning and group discussions to work. The university of Minnesota(2015) found when they tried active learning classrooms the students would not interact with each other. After a few classes the university found that with collaboration with other students, there was an improved view of the “big picture†on topics. The university of Minnesota viewed that after collaboration students had a better understanding of lessons. Another con that could occur during active learning activites could be that discussions can get off topic and it could be a waste of learning time. To use time most effectively schools, have each person explain their ideas one at a time. When students can freely talk about their ideas on a topic while listening to their peers idea’s it broadens their point of view. Students of active learning classes said that they enjoy working with their classmates and it makes learning more enjoyable.
Students that engage with their peers and participate in class discussions have an improved learning experience and improves knowledge.
In an Article written by Kathy Dyer(2018) she says that, “Research has historically indicated strong correlations between student engagement (typically defined as attention to the area of focus, active participation in learning, and time on task) and student achievement.â€
Students that engage with their peers on a topic will then be more knowledgeable on said topic because, they will be able to see it from more than one perspective. The ability to view things from another person’s shoes is a very important life skill. In a study done by Computers & Education (2013) the results of the study proved that the high levels of peer interaction increases, student engagement, which then in turn improves overall student performance and raises class grade averages.
In a journal written by the U.S Department of Education(2013) students in a STEM degree(Science, Technology, Engineering, and Math) was found that students that are in active learning environments outperform those in traditional lectures on identical exams. The authors of the STEM attrition journal found that 34% of students fail classes under regular lecture based courses, while only 22% of students failed with active learning. The U.S department of education(2013) estimates that if all classes we taught using modern active learning techniques it would save U.S students 3.5 million dollars in tuition due to failed courses. It was found during this study that most of the students that have used active study techniques before high level studies have a high rate of success. In the study by the U.S department of education states that students that can’t master active study techniques in post-secondary education will struggle. With all the information and statistics that were found during this study, it is a clear case that active learning improves students overall learning quality.
In conclusion, active learning helps students improve grades, because they are more active with their instructors; prepare more efficiently for tests; use techniques to improve transition of information from short-term to long-term memory; and engage with their fellow students. Students that are not in active learning environments are more likely to fail and do not enjoy learning. Students that utilize active learning techniques are more knowledgeable due to the use of different learning techniques, such as the SQ3R method and mnemonics for improved comprehension of provided information. People that use active learning in their schooling will improve their overall learning experience while in turn also understand the material better. Finally, active learning gives students the advantage over traditional based courses.
 
Work Cited
U.S department of education. (2013). STEM Attrition: College Students’ Paths Into and Out of STEM Fields (NCES 2014-001)
Trigwell, K. & Prosser, M. High Educ (1991) 22: 251
South African Journal of Business Management, Volume 41, Issue 1, Mar 2010, p. 37 – 49
Kuther, Tara, Ph.D. "Improve Your Reading Speed and Comprehension With the SQ3R Method." ThoughtCo, Jul. 5, 2018,
Lewis (1990) Spell it. Oxford: Basil Blackwood LTD.
Robinson, F. P. (1970). SQ3R: Effective study (4th ed.). New York: Harper & Row.
Peterson and Peterson (1959) short term retention of individual verbal items. Journal of experimental psychology
Ian R. Cornford (2010) International Journal of Lifelong Education PG 113-139
Kathy Dyer (2015) Research Proof Points – Better Student Engagement improves student learning
Finn and Rock (1997, Academic success among students at risk for school failure. Journal of Applied Psychology)
Lorena Blasco-Arcas, Isabel Buil, Blanca Hernández-Ortega, F. Javier Computers and Education(2013) volume 62 Pg 102-110
University of Minnesota (2015) Characteristics of an active classroom