The traditional lecture format found in nearly every university isn’t the most effective instructional approach if faculty want to help students develop problem-solving skills, according to a new study from the University of British Columbia.
Researchers at UBC’s Okanagan campus created a testing system to measure the problem-solving abilities of students in various stages of their undergraduate degrees.
Their data shows that while freshman students see their problem-solving skills increase by nearly 10 per cent in their first semester, students in the majority of disciplines experience little-to-no improvement in all the semesters that follow.
This isn’t the first study to come to this conclusion. In 2011, another study from UBC determined that interactive teaching methods lead to increased attendance and doubled student engagement and learning.
(Next page: How lectures fail to address problem-solving skills)