Changing Students’ Perception of Mathematics Through Active Learning

Abstract

In this paper we present results from a study of the effects of active learning on students’ perception of mathematics through their engagement, satisfaction, and perceived performance in the class. We use an active learning model, modified for underprepared STEM students, in our redesigned calculus course and compare students’ responses to those of students in traditionally taught sections of the same course. Our results show that introducing active learning has positively changed students’ perspective on mathematics in gateway mathematics courses. Students strongly agree that they are more engaged in the course and that the structure of active learning facilitates discussion in the classroom. Moreover, as we document student perceptions of learning and confirm the findings by disaggregating students’ exam performance both in an active learning and in a traditionally taught class, we find that the assessment result conducted confirmed students’ perception of improved learning.