Reducing Student Resistance to Active Learning: Development and Validation of a Measure

• In Event: Marriott Roundtable Session 31
  In Roundtable Session: Methodological Innovations in Researching Science Learning

Abstract

The effectiveness of active learning instruction in university science, engineering, technology, and mathematics courses is well established but underutilized. One of the barriers to use is faculty fear of student resistance to engaging in active classroom learning. Prior research has uncovered specific instructional strategies which reduce students’ resistance to active learning. A valid and reliable measure is needed to facilitate research on the implementation of these strategies. The study utilizes responses from 384 university STEM faculty to conduct confirmatory factor analysis of the subscales and structural regression analysis of the relations between faculty motivation and strategy use. The presentation will discuss the possibilities of using this scale better understand the influence of these strategies on students’ behavior.

Authors

• Jenefer E. Husman, University of Oregon

• Matthew C Graham, University of Oregon

• Maura J. Borrego, The University of Texas at Austin

• Cynthia Finelli, University of Michigan

• Michael J. Prince, Bucknell University

• Bobbie Bermudez, University of Oregon