Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning
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DOI: 10.1187/cbe.16-12-0344
Abstract: An active-learning pedagogy increased all students’ science self-efficacy, but this increase led to improved academic performance only for underrepresented minority students—an improvement that eliminated the performance gap present in the traditional lecture semester. read more here.
Keywords: enhancing diversity; active learning; self efficacy; science self ... See more keywords