Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics

By Marina Kogan, S. Laursen. 2014

207 citations recorded by the source corpus.

As student-centered approaches to teaching and learning are more widely applied, researchers must assess the outcomes of these interventions across a range of courses and institutions. As an example of such assessment, this study examined the impact of inquiry-based learning (IBL) in college mathematics on undergraduates’ subsequent grades and course selection at two institutions. Insight is gained upon disaggregating results by course type (IBL vs. non-IBL), by gender, and by prior mathematics achievement level. In particular, the impact of IBL on previously low-achieving students’ grades is sizable and persistent. The authors offer some methodological advice to guide future such studies.

View Paper: https://www.semanticscholar.org/paper/e421bb1b5440e0f674c7484ed9ac3149761a7306

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. S. Laursen
2. Marja-Liisa Hassi
3. T. Weston
4. Marina Kogan

Citations in the corpus

• Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study. (2014, background): “Furthermore, in both types of courses, women’s subsequent grades were as good as those of their male peers (as reported in Kogan & Laursen, 2013).”
• Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics (2017, unknown): “Data drawn at the undergraduate level suggest that students learning mathematics through IBL achieved grades as good as, or higher than, non-IBL comparison students, and that students learning mathematics through IBL were more likely to undertake further mathematics study, suggesting a positive impa”