Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons

Recent research has supported the use of student-centered teaching practices, such as active learning, because of its effectiveness in improving student learning and retention when compared with traditional, lecture-based teaching practices. Despite evidence supporting the effectiveness of active learning in improving STEM undergraduate education, the adoption of active learning by instructors has been slow for reasons, including negative student response to active learning. In this systematic literature review, we examine students’negative responses to active learning and reasons for the negative responses noted in 57 published STEM studies. Our findings identify three types of negative responses: affect, engagement, and evaluation. The reasons behind negative response represented six overarching categories based on student feedback: limited value, lack of time, difficulty and increased workload, lack of guidance, logistical difficulties, unfamiliarity with active learning, lack of preparation, and confidence. We leverage different theoretical perspectives to explain the reasons behind negative responses and offer insights for lowering the barrier for instructors to adopt active learning in STEM classrooms. Additional informationNotes on contributorsPrateek ShekharPrateek Shekhar (pshekhar@njit.edu) is an assistant professor of engineering education in the School of Applied Engineering and Technology at the New Jersey Institute of Technology in Newark, New Jersey.Maura BorregoMaura Borrego is a professor in the Department of Mechanical Engineering and STEM Education at University of Texas in Austin, Texas.Matt DeMonbrunMatt DeMonbrun is a senior statistician and associate director of the Enrollment Management Research Group at Southern Methodist University in Dallas, Texas.Cynthia FinelliCynthia Finelli is professor of both electrical engineering and computer science and education and director of engineering education research at University of Michigan in Ann Arbor, Michigan.Caroline CrockettCaroline Crockett is a PhD student in the Department of Electrical Engineering and Computer Science at University of Michigan in Ann Arbor, Michigan.Kevin NguyenKevin Nguyen is an assistant professor in the Hutchins School of Liberal Studies at the Sonoma State University in Rohnert Park, California.