RUME 26
2024
Omaha, Nebraska
A Comparison of Traditional and Active Learning Classroom Practices in Calculus Using Fixed- and Mixed-Effects Models
Page: 728
Active learning in STEM classrooms has been shown to increase student outcomes in multiple ways. We present here a discussion of data analysis supporting these types of conclusions using data from a large-scale randomized study of the implementation of an active learning-based curriculum for Calculus I that collected 1019 observations of student outcomes over three semesters. We compare fixed-effects models including cluster levels of student learning outcomes to mixed-effects models with random cluster level effects. We discuss the differences between the models and the resulting effect sizes suggested by the different factors included in the models.