Abstract

While the benefits of active learning are well documented, not much is known about its effects on attitudes around class participation in urban, predominantly Black institutions. The present study examines the effects of active learning at Medgar Evers College, a predominately Black institution in Brooklyn, NY. Students eight combined sections (five treatment sections, three control sections) of General Biology I, Biotechnology and Society, and Intermediate Algebra and Trigonometry in Fall 2017 were polled toward the beginning and the end of the semester. The treatment sections received active learning interventions. Using a one-tailed z-test we found, among other results, that active learning significantly improves self-reported class participation, as well as student perceptions of its usefulness to clarify content and to hold their attention, while its absence was linked to diminished comfort with participation and its perceived usefulness. Increasing the intensity of active learning should lead to better outcomes and improved perceptions around learning from underrepresented students in urban settings.