21.49 Active versus traditional learning. 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 the other 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 $10 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. DATA ACTVLRN Here are the changes in exam scores for the 15 students in the active group:28 0578036251 32435 The changes in exam scores for the 23 students in the traditional group are: 7 0 8 2 4 3 1 2 5 8 5 6 3 12 1 6 3 6 7 7 562 Is there good evidence that active learning is superior to traditional lecturing?