Analyzing student achievement to measure the effectiveness of professional development for active learning strategies in the engineering classroom

Abstract

When paired with a classroom observation rubric, like the Reformed Teaching Observational Protocol (RTOP), student achievement can provide evidence that active learning is present and impacting how students perform and interact with their coursework. This article also builds upon past findings as they relate to student achievement and how the data associated with this five-year project aligns with the research that student achievement increases in classrooms that utilize active learning and engagement-style strategies. Results show an increase in persistence along with an overall positive shift in grade distribution.