Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning.

Area of Science:

• STEM Education
• Higher Education Pedagogy
• Educational Psychology

Background:

• Underrepresented minority (URM) students face persistent achievement gaps in science, technology, engineering, and mathematics (STEM).
• Limited success in retaining URM students in STEM fields highlights the need for more effective educational strategies.
• Traditional teaching methods may inadvertently widen the achievement gap.

Purpose of the Study:

• To investigate the differential impact of active learning versus traditional instruction on URM and non-URM students.
• To quantify the effects of active learning on academic performance, science self-efficacy, and social belonging.
• To explore the mediating role of self-efficacy in the relationship between active learning and URM student outcomes.

Main Methods:

• A large introductory STEM course (over 250 students) was studied.
• Comparison of student outcomes under traditional versus active learning pedagogical approaches.
• Statistical analysis, including structural equation modeling, was employed to analyze data.

Main Results:

• Active learning closed the learning gains gap between URM and non-URM students.
• Science self-efficacy increased for all students with active learning.
• Social belonging increased significantly for non-URM students but not for URM students.
• For URM students, increased self-efficacy mediated the positive impact of active learning on performance.

Conclusions:

• Active learning strategies are effective in improving academic performance for underrepresented minority students in STEM.
• Inclusive teaching methods, like active learning, are crucial for diversifying the STEM workforce.
• While active learning enhances self-efficacy for all, further research may be needed to boost social belonging for URM students.