Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics

Sandra L. Laursen

198 citations0/0 files storedInnovative Higher Education

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Innovative Teaching Methods Problem and Project Based Learning Mathematics Education and Programs

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.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 198 citations exist upstream.

References

1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses 1971The Journal of College Science Teaching 1997Talking about Leaving: Why Undergraduates Leave the Sciences 2008High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter 2010How Learning Works : Seven Research-Based Principles for Smart Teaching 2007Estimating Effect Sizes From Pretest-Posttest-Control Group Designs 1999Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis 2011Improved Learning in a Large-Enrollment Physics Class

Cited by

2023Let's talk evidence – The case for combining inquiry-based and direct instruction 2019Teaching Mathematics through Concept Motivation and Action Learning 2016Framework for transforming departmental culture to support educational innovation 2020The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It 2018

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.