Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Curriculum & Instruction/Literacy Studies

Committee Chair

Joy Saab

Committee Co-Chair

Samuel Stack

Committee Member

Christina Lavorata

Committee Member

George Mamboleo

Committee Member

Allison Swan Dagen


This quantitative study examined courses that have incorporated active learning, including peer mentoring, into courses with high rates of Ds, Fs, and withdrawals, to determine if these techniques increase student success, measured by overall course grades. The study also focused on analyzing factors, such as gender, socioeconomic status, and ACT composite scores to see if there were statistically significant differences among those and student success. The intent is to contribute and build on to the current active learning research which lacks in the quantitative, non-laboratory courses such as business. The results indicated that there is a significant difference in success rates when comparing students in classes that incorporate active learning and students who were in the baseline, lecture courses. There is a higher proportion of students who succeed in active learning courses than there were in lecture based courses. Additional findings suggest students who passed the course on average were female, had a higher ACT composite score, and had a higher socioeconomic status. In addition, there was a correlation between students having ever attended at least one peer mentoring sessions and passing the course.