THE EFFECTS OF ACTIVE LEARNING ON MOTIVATION AND GRADES AMONG A DIVERSE STUDENT POPULATION: MIXED METHODS ACTION RESEARCH OF LARGE, ONLINE, INTRODUCTORY BIOLOGY COURSES

Abstract

Equity gaps are a persistent problem in education. The literature points to active learning as an effective way to close equity gaps in large undergraduate biology courses. Theorists suggest that active learning increases student motivation. Through mixed methods action research, I explored how my active learning interventions impacted my online students’ motivation and grades. Analysis revealed that students come to class inherently motivated, which is further bolstered by active learning and hindered by passive learning. Students were mixed on the importance of peer interaction, although the Skeletal Notes combined with engaging lectures increased student expectancy, and the options in the You-pick Assignments offered enjoyable real-world learning. My students’ sense of expectancy and value significantly increased, and their sense of cost significantly decreased after taking my online courses. Among most demographic groups there was little to no significant difference in motivation or grades. There was a significant correlation between students’ final grades and their change in value and cost