What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors

Six common beliefs about the usage of active learning in introductory STEM courses are investigated using survey data from 3769 instructors. Three beliefs focus on contextual factors: class size, classroom setup, and teaching evaluations; three focus on individual factors: security of employment, research activity, and prior exposure. The analysis indicates that instructors in all situations can and do employ active learning in their courses. However, with the exception of security of employment, trends in the data are consistent with beliefs about the impact of these factors on usage of active learning. We discuss implications of these results for institutional and departmental policies to facilitate the use of active learning.

Automated summary

The survey data on 3769 instructors investigated six common beliefs about the usage of active learning in introductory STEM courses, revealing a focus on both contextual and individual factors. While instructors were found to be able to employ active learning in all situations, trends in the data generally aligned with beliefs regarding the impact of these factors on usage. These results have implications for institutional and departmental policies to support the utilization of active learning.