Active learning in a large calculus class improves student satisfaction and performance

Active learning strategies during large lectures promote student activity and are known to improve student performance and engagement. In this work, an array of cognitive-science-based and psychological active learning strategies are introduced in large lectures in a first-year undergraduate course in single-variable calculus and analytical geometry. The implemented active learning strategies correspond to preclass quizzes and in-class problem solving followed by student-student discussion using Mentimeter, demonstrations avoiding the curse of knowledge and giving context before content, a popular science-style inspiration lecture, promoting cycles of positivity in teaching and the use of motivational nudges. To evaluate the efficiency of these active learning strategies, the satisfaction and performance of the students engaged in active learning are compared to students attending traditional lectures in the same calculus course during the previous two years. Diagnostic tests before the calculus course reveal that the prerequisite skills of the students of all years are similar. The final grades in the course based on final test scores and grades given by students in course surveys after the course reveal that active learning strategies improve student performance and satisfaction compared to traditional lectures. In addition, the students engaged in active learning greatly enjoyed the active learning strategies implemented and reported high levels of motivation and psychological safety in the course survey. Together with other studies, this work cements the efficiency of active learning strategies and provides practical guidance on how these strategies can be implemented.