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Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons

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Title: Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons
Language: English
Authors: Shekhar, Prateek, Borrego, Maura, DeMonbrun, Matt, Finelli, Cynthia, Crockett, Caroline, Nguyen, Kevin
Source: Journal of College Science Teaching. Jul-Aug 2020 49(6):45-54.
Availability: National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2020
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Negative Attitudes, Student Reaction, Active Learning, STEM Education, Educational Research, Undergraduate Students, Learner Engagement, Student Evaluation, Adoption (Ideas), Value Judgment, Time Management, Difficulty Level, Self Efficacy, Familiarity
ISSN: 0047-231X
Abstract: Recent research has supported the use of student-centered teaching practices, such as active learning, because of its effectiveness in improving student learning and retention when compared with traditional, lecture-based teaching practices. Despite evidence supporting the effectiveness of active learning in improving STEM undergraduate education, the adoption of active learning by instructors has been slow for reasons, including negative student response to active learning. In this systematic literature review, we examine students' negative responses to active learning and reasons for the negative responses noted in 57 published STEM studies. Our findings identify three types of negative responses: affect, engagement, and evaluation. The reasons behind negative response represented six overarching categories based on student feedback: limited value, lack of time, difficulty and increased workload, lack of guidance, logistical difficulties, unfamiliarity with active learning, lack of preparation, and confidence. We leverage different theoretical perspectives to explain the reasons behind negative responses and offer insights for lowering the barrier for instructors to adopt active learning in STEM classrooms.
Abstractor: As Provided
Entry Date: 2020
Access URL: https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-julyaugust-2020/negative-student
Accession Number: EJ1263505
Database: ERIC
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  Data: National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
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  Data: Recent research has supported the use of student-centered teaching practices, such as active learning, because of its effectiveness in improving student learning and retention when compared with traditional, lecture-based teaching practices. Despite evidence supporting the effectiveness of active learning in improving STEM undergraduate education, the adoption of active learning by instructors has been slow for reasons, including negative student response to active learning. In this systematic literature review, we examine students' negative responses to active learning and reasons for the negative responses noted in 57 published STEM studies. Our findings identify three types of negative responses: affect, engagement, and evaluation. The reasons behind negative response represented six overarching categories based on student feedback: limited value, lack of time, difficulty and increased workload, lack of guidance, logistical difficulties, unfamiliarity with active learning, lack of preparation, and confidence. We leverage different theoretical perspectives to explain the reasons behind negative responses and offer insights for lowering the barrier for instructors to adopt active learning in STEM classrooms.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 45
    Subjects:
      – SubjectFull: Negative Attitudes
        Type: general
      – SubjectFull: Student Reaction
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Familiarity
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      – TitleFull: Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons
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