Active Student Participation and its Relationship with Anxiety in Science Courses
The increasing prevalence of anxiety among college students is a growing concern, particularly its negative impact on academic performance. College science classrooms, known for their demanding content and competitive environments, can be particularly anxiety-inducing. The transition from traditional lectures to active learning, where students actively participate in their learning through activities like clicker questions and group work, adds another layer of complexity. While active learning aims to enhance understanding, emerging evidence suggests it can also trigger anxiety in students. This raises the question of how active learning activities in science courses affect student anxiety, and whether they can potentially alleviate it.
Anxiety in College and Science Classrooms
College life, in general, presents a multitude of stressors for students. These stressors include an increased academic workload and new responsibilities, which can lead to anxiety. Science classrooms, in particular, have been identified as potentially stressful environments for some students. Several factors contribute to this stress, including the rigor and difficulty of the subject material, the competitive nature of science courses, and the perception of science faculty as unapproachable. Furthermore, the underrepresentation of female instructors and instructors of color in science may contribute to increased anxiety for students in minority groups. Large enrollment sizes in introductory science courses can also elevate student anxiety levels.
High levels of anxiety can negatively influence student academic experiences in college, affecting both cognitive and affective outcomes. Studies have shown that anxiety can inhibit exam performance and lead to lower GPAs. However, it's important to note that a moderate amount of anxiety can sometimes improve student motivation and performance, as suggested by the Yerkes-Dodson law. This law posits that performance increases with mental arousal (stress and anxiety) up to a certain point, beyond which performance declines. The relationship between stress and performance also depends on the difficulty of the task.
Active Learning: A Double-Edged Sword?
College science courses are increasingly adopting active learning strategies due to their effectiveness in promoting student learning. Active learning encompasses various methods where students actively construct their own knowledge rather than passively listening. These methods often involve students working with peers and frequent assessments of student learning during class.
However, active learning environments may inadvertently increase anxiety due to the frequent evaluative situations they present. Anxiety can be triggered by the fear of failure, especially when students perceive their academic abilities are being evaluated. These evaluative situations can arise when students assess their own learning, interact with peers about course content, or answer questions posed by the instructor.
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While limited research exists on student anxiety in active learning science courses, some studies suggest that students with high anxiety levels may struggle more in these environments compared to traditional lectures. However, other studies indicate that active learning practices may also have the potential to decrease student anxiety. For example, hands-on approaches to learning and group work have been shown to reduce anxiety by improving understanding and providing alternative explanations.
Exploring the Impact of Evaluative Active Learning Practices
One study explored how evaluative active learning practices affect students’ anxiety in large-enrollment science courses. The study focused on evaluative situations common in active learning, excluding exams as they are present in both active learning and traditional lecture formats. The researchers employed in-depth semi-structured interviews to understand the factors influencing how active learning practices affect student anxiety.
The researchers administered a short demographic survey and the Generalized Anxiety Disorder 7-item scale (GAD-7) to students enrolled in large-enrollment active-learning biology courses. The GAD-7 measures anxiety on a continuum, providing an estimate of students' anxiety levels. Semi-structured interviews were conducted by two interviewers to explore how students’ levels of anxiety were affected in active learning large-enrollment college science courses.
Findings and Implications
The study revealed that active learning can both increase and decrease students’ anxiety, depending on how it is implemented. Students reported that clicker questions and group work had the potential to both increase and decrease their anxiety. The way the active learning activity is implemented and the extent to which students perceive they benefit from the activity seems to influence the effect of the activity on students’ anxiety. Conversely, students reported that cold call and random call only increased their anxiety.
These findings highlight the need for careful consideration of the potential impact of active learning practices on student anxiety. Instructors should strive to implement active learning strategies in a way that minimizes evaluative stress and maximizes student learning and engagement.
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