An Examination of Active Learning Environments: A Non-parametric Analysis on Student Learning Assessments

Abstract

Flipped learning has an almost 20-year history. However, the research is as ambiguous as it has been since its inception. This pedagogical model lacks consistent results. One key component that does have an impact, but not the only factor, has been an active or dynamic component included into the learning environment. The goal of this study was to examine the impact of active learning environments compared to traditional learning environments on student learning assessments. Using non-parametric analyses, the findings in this study did demonstrate that an active learning environment increased scores on student learning assessments. This, like previous studies, demonstrated inconsistent results in that not each assessment was statistically significant. Because this model keeps appearing in the research, further studies need to address the issues to hone the model to be consistent across the research.