Quotation Accuracy Matters: An Examination of How an Influential Meta-Analysis on Active Learning Has Been Cited

2021 ◽  
Vol 91 (2) ◽  
pp. 272-308
Author(s):  
Amedee Marchand Martella ◽  
Jane Kinkus Yatcilla ◽  
Ronald C. Martella ◽  
Nancy E. Marchand-Martella ◽  
Zafer Ozen ◽  
...  
Keyword(s):  
Active Learning ◽  
Meta Analysis ◽  
Scientific Discourse ◽  
Scientific Integrity ◽  
College Level ◽  
Context Analysis ◽  
Traditional Lecture ◽  
And Mathematics ◽  
Proactive Measures ◽  
The Impact

When previous research is cited incorrectly, misinformation can infiltrate scientific discourse and undermine scholarly knowledge. One of the more damaging citation issues involves incorrectly citing article content (called quotation errors); therefore, investigating quotation accuracy is an important research endeavor. One field where quotation accuracy is needed is in the learning sciences given its impact on pedagogy. An integral article in pedagogical discussions surrounding how to teach at the college level is the meta-analysis on active learning by Freeman et al. The Freeman et al. meta-analysis compared active learning to traditional lecture in terms of its effects on student learning and has been important in national initiatives on STEM (science, technology, engineering, and mathematics) reform. Given its influence coupled with the impact quotation errors could have in scientific discourse, we used citation context analysis to analyze whether assertions in the citing text that related to the efficacy of lecture and active learning were supported by what was explicitly stated in the cited meta-analysis. Assertions were analyzed under supported, unsupported, or irrelevant for purposes of study categories. The most prevalent supported category related to active learning being more effective than lecture; the most prevalent unsupported category related to the effectiveness of specific activities/approaches other than the general approach of active learning. Overall, the percentage of supported assertions was 47.67%, and the percentage of unsupported assertions was 26.01%. Furthermore, the percentage of articles containing at least one unsupported assertion was 34.77%. Proactive measures are needed to reduce the incidence of quotation errors to ensure robust scientific integrity.

The Curious Construct of Active Learning

2021 ◽  
Vol 22 (1) ◽  
pp. 8-43
Author(s):  
Doug Lombardi ◽  
Thomas F. Shipley ◽  
Janelle M. Bailey ◽  
Paulo S. Bretones ◽  
Edward E. Prather ◽  
...  
Keyword(s):  
Active Learning ◽  
Classroom Practice ◽  
Interdisciplinary Collaboration ◽  
Future Research ◽  
Traditional Lecture ◽  
Construction Of Knowledge ◽  
Working Definition ◽  
Undergraduate Stem Education ◽  
And Mathematics ◽  
Definition Of

The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology and discipline-based education research (DBER). Our collaboration examined active learning from two different perspectives (i.e., psychology and DBER) and surveyed the current landscape of undergraduate STEM instructional practices related to the modes of active learning and traditional lecture. On that basis, we concluded that active learning—which is commonly used to communicate an alternative to lecture and does serve a purpose in higher education classroom practice—is an umbrella term that is not particularly useful in advancing research on learning. To clarify, we synthesized a working definition of active learning that operates within an elaborative framework, which we call the construction-of-understanding ecosystem. A cornerstone of this framework is that undergraduate learners should be active agents during instruction and that the social construction of meaning plays an important role for many learners, above and beyond their individual cognitive construction of knowledge. Our proposed framework offers a coherent and actionable concept of active learning with the aim of advancing future research and practice in undergraduate STEM education.

scholarly journals Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants

2021 ◽  
Author(s):  
Sara Caviola ◽  
Enrico Toffalini ◽  
David Giofrè ◽  
Jessica Mercader Ruiz ◽  
Dénes Szűcs ◽  
...  
Keyword(s):  
Working Memory ◽  
Math Anxiety ◽  
Meta Analysis ◽  
Sociodemographic Factors ◽  
Math Performance ◽  
Moderating Effects ◽  
Future Directions ◽  
And Mathematics ◽  
The Impact ◽  
The Relationship

AbstractThe relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and test anxiety (TA) consistently being associated with various aspects of mathematics. In this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing between different types of mathematical tasks. In investigating this relationship, we have also included potential moderators, such as age, gender, working memory, type of task, and type of material. One hundred seventy-seven studies met the inclusion criteria, providing an overall sample of 906,311 participants. Results showed that both MA and TA had a significant impact on mathematics. Sociodemographic factors had modest moderating effects. Working memory (WM) also mediated the relationship between MA and TA with mathematics; however, this indirect effect was weak. Theoretical and educational implications, as well as future directions for research in this field, are discussed.

scholarly journals A New Comparison Of Active Learning Strategies To Traditional Lectures For Teaching College Astronomy

2016 ◽  
Vol 3 (1) ◽  
pp. 59 ◽  
Author(s):  
Michael C. LoPresto ◽  
Timothy F. Slater
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Visual Assessment ◽  
Learning Approaches ◽  
Dominant Form ◽  
Traditional Lecture ◽  
Undergraduate Instruction ◽  
Multiple Group ◽  
Traditional Lectures ◽  
The Impact

Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning approaches, pre-test to posttest learning gains for students receiving instruction on introductory astronomy solar system topics through a combination of collaborative learning activities and formative assessment-driven activities were compared to the gains of students being taught the same topics by traditional lectures only. After traditional lectures, students improved from a pre-test score of 42% (n=144) to 49% (n=49). After lecture tutorials and classroom voting response systems improvement was to 73% (n=72) Using a multiple-group comparison approach, similar earning gains were also observed when using visual-assessment and tutorial activities. Moreover, data from a Likert-style attitude survey of 264 undergraduates showed that, although they did not report a clear preference for one instructional mode over the other, the majority of students believed that the active and collaborative nature of the activities helped them learn.  The results of this study add weight to the notion that most modern pedagogies are superior to traditional lecture, and that although the relative impacts of particular pedagogies are mostly indistinguishable from one another, they are all are better than traditional lecture alone.

scholarly journals Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions

2015 ◽  
Vol 14 (4) ◽  
pp. ar45 ◽  
Author(s):  
Sarah L. Eddy ◽  
Sara E. Brownell ◽  
Phonraphee Thummaphan ◽  
Ming-Chih Lan ◽  
Mary Pat Wenderoth
Keyword(s):  
Active Learning ◽  
Social Identities ◽  
Student Experiences ◽  
College Level ◽  
Student Centered ◽  
Student Gender ◽  
Peer Discussion ◽  
Race Ethnicity ◽  
Peer Discussions ◽  
And Mathematics

In response to calls for implementing active learning in college-level science, technology, engineering, and mathematics courses, classrooms across the country are being transformed from instructor centered to student centered. In these active-learning classrooms, the dynamics among students becomes increasingly important for understanding student experiences. In this study, we focus on the role a student prefers to assume during peer discussions, and how this preferred role may vary given a student’s social identities. In addition we explore whether three hypothesized barriers to participation may help explain participation difference in the classroom. These barriers are 1) students are excluded from the discussion by actions of their groupmates; 2) students are anxious about participating in peer discussion; and 3) students do not see value in peer discussions. Our results indicate that self-reported preferred roles in peer discussions can be predicted by student gender, race/ethnicity, and nationality. In addition, we found evidence for all three barriers, although some barriers were more salient for certain students than others. We encourage instructors to consider structuring their in-class activities in ways that promote equity, which may require more purposeful attention to alleviating the current differential student experiences with peer discussions.

Examining the mutual relations between language and mathematics: A meta-analysis.

2020 ◽  
Vol 146 (7) ◽  
pp. 595-634 ◽  
Author(s):  
Peng Peng ◽  
Xin Lin ◽  
Zehra Emine Ünal ◽  
Kejin Lee ◽  
Jessica Namkung ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Mutual Relations

The impact of weight loss on depression: A preliminary meta-analysis

2004 ◽  
Author(s):  
Bruce Blaine ◽  
Jennifer McElroy ◽  
Hilary Vidair
Keyword(s):  
Weight Loss ◽  
Meta Analysis ◽  
The Impact

On the Impact of Aptness, Conventionality and Familiarity on Metaphor Processing from a Meta-analytical Point of View

2020 ◽  
Vol 6 (1) ◽  
pp. 55-106
Author(s):  
Csilla Rákosi
Keyword(s):  
Meta Analysis ◽  
Point Of View ◽  
Psycholinguistic Research ◽  
Analytical Point ◽  
Metaphor Processing ◽  
The Impact

Psycholinguistic research into metaphor processing is burdened with empirical problems as experiments provide diverging evidence on the impact of conventionality, familiarity and aptness, and with conceptual issues as the interpretation and operationalization of the three concepts mentioned, as well as the related predictions which can be drawn from theories of metaphor processing, are controversial in the literature. This paper uses tools of statistical meta-analysis in order to bring us closer to the solution of these problems and reveal future lines of research.

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