Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics |
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| Authors: | Marina Kogan Sandra L Laursen |
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| Institution: | 1. Ethnography & Evaluation Research, University of Colorado Boulder, 580 UCB, Boulder, CO, 80309-0580, USA
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| Abstract: | As student-centered approaches to teaching and learning are more widely applied, researchers must assess the outcomes of these interventions across a range of courses and institutions. As an example of such assessment, this study examined the impact of inquiry-based learning (IBL) in college mathematics on undergraduates’ subsequent grades and course selection at two institutions. Insight is gained upon disaggregating results by course type (IBL vs. non-IBL), by gender, and by prior mathematics achievement level. In particular, the impact of IBL on previously low-achieving students’ grades is sizable and persistent. The authors offer some methodological advice to guide future such studies. |
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