Discovery-Based Approach Combined with Active Learning to Improve Student Learning Experiences for STEM Students

Abstract

A survey is administered to understand the application of active learning in undergraduate STEM courses. The findings observed over an academic year reflect current trends in the use of active learning. A combination of discovery-based learning and Pro-Con Grids is then used to improve long-term retention among STEM students. Students in a STEM course were provided with a course lecture prior to in-class sessions. A quiz was used for each lecture to gain insight into students’ understanding and to evaluate the effectiveness of the learning method. To measure the effectiveness of the proposed discovery-based learning two categories of metrics are used: learners' outcomes (grades) and survey (process measure) with 64 participants. The responses from the students show that discovery-based learning convinced students to find and use information rather than memorizing and repeating concepts and facilitate effective group work. In addition, the grade comparisons for three semesters indicate that the higher the use of discovery learning during the course the higher the course grades are found to be.