Active learning increases student performance in STEM
A 2014 PNAS meta-analysis comparing active learning with traditional lecturing across undergraduate STEM courses.
Also known as Freeman et al. 2014 active learning
The meta-analysis reports better student performance under active-learning approaches than under traditional lecturing across the STEM studies it reviewed.
It supports the narrower claim that learning can improve when learners actively retrieve, discuss, solve, explain, or apply ideas rather than only receive them. It does not show that every activity labelled “active” works, or that learners should receive minimal guidance.