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In spite of considerable evidence of the effectiveness of active learning and other contemporary teaching methods, barriers to adoption of those methods, such as possible student resistance, continue to exist. This study addresses student resistance by analyzing data from 1,051 students who completed a Student Response to Instructional Practices instrument in 18 introductory engineering courses where active learning was implemented. Through descriptive statistics, correlation analyses, and hierarchical linear regression modeling, the authors demonstrate that students’ perceptions of their instructors’ use of explanation and facilitation strategies can have a significant impact on student resistance.
A selection from Journal of College Science Teaching—May/June 2018
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