The Original Paper That Showed High Structure Improves Student Performance
This is the paper that started it all! In this study, Scott Freeman, David Haak, and Mary Pat Wenderoth show that by adding increased structure to an introductory biology course via pre-class assignments, in-class active learning, and after-class practice exams, student performance improved across the board.
We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers.