Active Learning Teaching Practices and Student Exam Performance

Aggregating results from a linear mixed model analyzing the correlation between learner-centered teaching practices and student exam performance in STEM courses. The analysis is based on classroom observations of 146 STEM courses using the PORTAAL observation tool. It examines interactions of binary gender and first-generation status with teaching practices on exam scores.

Use Cases

• Analyze the correlation between learner-centered practices (e.g., volunteer students explaining answers, instructors prompting logic) and student exam performance.
• Investigate interactions of binary gender and first-generation status with teaching practices on exam scores.
• Compare the impact of instruction-centered practices (e.g., high Bloom's level questions, students working alone) versus learner-centered practices on academic outcomes.
• Use principal component analysis results to identify specific sets of teaching practices observed across 146 STEM courses.

Strengths

• Analysis is grounded in observations from 146 distinct STEM courses.
• Employs a linear mixed model for statistical analysis of teaching practice correlations.
• Dataset is openly licensed under CC BY 4.0.

Limitations

• The dataset is very small at 5.5 KB, indicating limited raw data or summary statistics only.
• Specific column names, row counts, and sample data are unavailable, limiting detailed reproducibility.
• The observational study design may limit causal inference regarding teaching practices and performance.

Provenance

Source

Mallory A. Jackson via figshare.

Collection Method

Data derived from PORTAAL classroom observations of 146 STEM courses, followed by principal component analysis and linear mixed modeling.

Freshness

Last updated on 2026-03-20.