--- source_url: "https://pubmed.ncbi.nlm.nih.gov/24821756/?utm_source=openai" title: "Active learning increases student performance in science, engineering, and mathematics - PubMed" mirrored_at: 2026-08-29T01:06:42.547Z host: pubmed.ncbi.nlm.nih.gov cited_in_42a: true mirror_canonical: "https://index.42a.ai/pubmed.ncbi.nlm.nih.gov/24821756/index__q__utm_source_openai" --- > **Original source:** https://pubmed.ncbi.nlm.nih.gov/24821756/?utm_source=openai ## Active learning increases student performance in science, engineering, and mathematics Scott Freeman et al. Proc Natl Acad Sci U S A. 2014. ## Abstract To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. **Keywords:** constructivism; evidence-based teaching; scientific teaching; undergraduate education. [PubMed Disclaimer](https://pubmed.ncbi.nlm.nih.gov/disclaimer/) ## Conflict of interest statement The authors declare no conflict of interest. ## Figures **Fig. 1.** Changes in failure rate. (_A_) Data plotted as percent change in failure rate in the same course, under active learning versus lecturing. The mean change (12%) is indicated by the dashed vertical line. (_B_) Kernel density plots of failure rates under active learning and under lecturing. The mean failure rates under each classroom type (21.8% and 33.8%) are shown by dashed vertical lines. **Fig. 2.** Effect sizes by discipline. (_A_) Data on examination scores, concept inventories, or other assessments. (_B_) Data on failure rates. Numbers below data points indicate the number of independent studies; horizontal lines are 95% confidence intervals. **Fig. 3.** Heterogeneity analyses for data on examination scores, concept inventories, or other assessments. (_A_) By assessment type—concept inventories versus examinations. (_B_) By class size. Numbers below data points indicate the number of independent studies; horizontal lines are 95% confidence intervals. ## Comment in - [Large-scale comparison of science teaching methods sends clear message.](https://pubmed.ncbi.nlm.nih.gov/24853505/) Wieman CE. Wieman CE. Proc Natl Acad Sci U S A. 2014 Jun 10;111(23):8319-20. doi: 10.1073/pnas.1407304111. Epub 2014 May 22. Proc Natl Acad Sci U S A. 2014. PMID: 24853505 Free PMC article. No abstract available. - [Limitations in experimental design mean that the jury is still out on lecturing.](https://pubmed.ncbi.nlm.nih.gov/25024170/) Hora MT. Hora MT. Proc Natl Acad Sci U S A. 2014 Jul 29;111(30):E3024. doi: 10.1073/pnas.1410115111. Epub 2014 Jul 14. Proc Natl Acad Sci U S A. 2014. PMID: 25024170 Free PMC article. No abstract available. - [Reply to Hora: Meta-analytic techniques are designed to accommodate variation in implementation.](https://pubmed.ncbi.nlm.nih.gov/25215374/) Freeman S, Eddy SL, Jordt H, Smith MK, Wenderoth MP. Freeman S, et al. Proc Natl Acad Sci U S A. 2014 Jul 29;111(30):E3025. doi: 10.1073/pnas.1410405111. Proc Natl Acad Sci U S A. 2014. PMID: 25215374 Free PMC article. No abstract available. ## References 1. 1. Brockliss L. Curricula. In: de Ridder-Symoens H, editor. A History of the University in Europe. Vol II. Cambridge, UK: Cambridge Univ Press; 1996. pp. 565–620. 2. 1. Piaget J. The Language and Thought of the Child. New York: Harcourt Brace; 1926. 3. 1. Vygotsky LS. Mind in Society. Cambridge, MA: Harvard Univ Press; 1978. 4. 1. Handelsman J, et al. Education. Scientific teaching. Science. 2004;304(5670):521–522. - [PubMed](https://pubmed.ncbi.nlm.nih.gov/15105480/) 5. 1. PCAST STEM Undergraduate Working Group . In: Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Gates SJ Jr, Handelsman J, Lepage GP, Mirkin C, editors. 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