Can active learning improve knowledge retention? two undergraduate calculus-based engineering statistics courses were taught in different academic quarters, with one employing active-learning methods and another using traditional learning methods. the traditional class was taught lecture-style with relatively little in-class interaction between peers and with the instructor. the active-learning course integrated four group projects into the curriculum, with in-class time devoted to group work on the projects and fewer homework assignments. to assess knowledge retention, two five-question versions of a test were created. they had similar but not identical questions covering core statistics topics, worth a total of 18 possible points. all students in both sections were randomly given one version of the test as part of their final exam. then, eight months later, a volunteer subset of the original students were given the version that they had not taken previously. to encourage students to take the second version of the exam, a ten-dollar gift card to the university bookstore was given to each participant. the change in the score from the first version to the second is used to measure a student�s long-term ability to retain the course material.

here are the changes in exam scores for the 15 students in the active group: