Active Learning reduces academic risk of students with non-formal reasoning skills. Evidence from an introductory physics massive course in a Chilean public university

TL;DR

Implementing active learning in introductory physics courses in a Chilean university significantly reduces failure rates among students lacking formal scientific reasoning, enhancing learning outcomes and reducing academic risk.

Contribution

This study provides evidence that active learning tailored to students' reasoning skills effectively improves success rates in a developing country context.

Findings

Significant reduction in failure rates for students with informal reasoning.

Active learning is particularly effective for first-year students in large classes.

The approach is cost-effective and aligns with student profiles.

Abstract

We present the findings of a pilot plan of active learning implemented in introductory physics in a Chilean public university. The model is research based as it considered a literature review for adequate selection and design of activities, consistent with the levels of students' reasoning skills. The level of scientific reasoning is positively correlated to student success. By contrast to a control group of students following traditional lectures, we observed a significant reduction in failure rate for students that do not yet posses formal scientific reasoning. This profile of student being the majority, we conclude that implementing active learning is particularly suited to first year of higher education in the context of a developing country. It fits the particularities of student profile and typical classroom size, leading to learning improvement and reduction of academic risk as well as being financially sound.