We tested the hypothesis that students in psychology of women classes would perform better on materials covered by multiple-choice exams when the first author presented these materials with active learning versus lecture, autonomous readings, and video presentations alone. Across 3 classes, we coded exam items according to how the instructor presented relevant materials and recorded classwide performance. Both between and within classes, students' performances were better on items testing materials covered with active learning techniques compared to other formats. These data provide empirical support for the efficacy of active learning techniques.
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