RUME 27
2025
Alexandria, Virginia
Undergraduate Student’s Voices and Achievement in a Purposefully Designed Calculus Active Learning Setting
Page: 644
We explore undergraduate students’ perceptions of and the impact of implementing active learning in calculus recitations. Analysis of Likert-scale items indicate that speaking up in recitation helps clarify students thinking, suggesting that calculus instructors should create opportunities for students to speak up in the classroom. Qualitative analysis of two open- response questions indicates an increasing trend over time of students responding that working on problems in small groups was one of the most helpful aspects of recitation. Although students responded that dissatisfaction with group work was one of the least helpful aspects of recitation, this response was never as prominent as group work being the most helpful aspect. An independent two-sample t-test on students’ course grades indicate no statistically significant difference (p = 0.14) between the treatment group (active learning) and control group. Results suggest that active learning with structured group discussions enhances student engagement and collaboration in learning Calculus concepts.