Simultaneous multidimensional impacts of active learning revealed in a first implementation in the MENA region

Area of Science:

• Physics and Astronomy Education
• STEM Education Reform
• Educational Technology

Background:

• Traditional top-down science education reforms in developing countries face significant challenges.
• Active learning pedagogies, primarily understood in developed nations, offer a potential solution.
• Open education resources and technology enable bottom-up educational reform.

Purpose of the Study:

• To implement and evaluate active learning in core physics and astronomy courses in the Middle East and North Africa (MENA) region.
• To assess the impact of active learning on student performance, learning perception, and equity.
• To determine the viability and sustainability of grassroots active learning implementation.

Main Methods:

• A two-year implementation of active learning strategies across five core physics and astronomy courses.
• Involved 2,145 students from the MENA region.
• Utilized open education resources and accessible technologies for a bottom-up approach.

Main Results:

• Student performance improved by 9% (0.5 SD) and perception of learning quality by 25% (1.5 SD).
• The performance gap between lower and upper quartiles narrowed by 17%.
• Failure rates decreased to one-third of traditional classes, outperforming developed countries by 36%.

Conclusions:

• Active learning demonstrates a multidimensional positive influence and is viable for grassroots implementation using open resources.
• The approach is sustainable and reproducible, showing greater impact in the MENA region.
• Wider implementation can stimulate economic growth, reduce educational costs, and develop a skilled STEM workforce.