Comparison of Active Learning Teaching Formats in Introductory Physics: Increasing Engagement without Increasing Cost

Active learning pedagogies consistently enhance student learning and engagement compared to traditional lectures, yet they vary in cost, scalability, and the level of peer or instructor support required. This study compares three active learning formats implemented in introductory physics courses at a Hispanic-serving institution: Learning Assistant (LA), Integrated Peer Leadership Program (IPLP), and Active Learning with No Assistants (ALNA). All three formats emphasize inquiry-based, collaborative engagement rather than passive listening; the key distinction lies in the intensity and duration of structured peer facilitation. The LA model provides extensive, dedicated support from trained assistants; IPLP employs peer leaders who circulate among multiple student teams during guided-inquiry activities; and ALNA relies solely on instructor-led active learning integrated within standard class time.

Across multiple semesters, all three models produced learning gains exceeding those reported for traditional lecture-based instruction. Students in each format demonstrated higher conceptual understanding on the Force Concept Inventory formative assessment and improved course grades, indicating that active learning exposure significantly enhances outcomes. However, meaningful differences emerged in equity and cost. The IPLP format not only achieved strong overall learning outcomes but also showed the lowest equity gaps between PEER (People Excluded due to Ethnicity or Race) and non-PEER students, while requiring substantially fewer resources than the LA model. ALNA, though lowest-cost, produced modestly smaller gains and larger equity gaps.

Together, these findings demonstrate that scalable, inquiry-driven approaches like IPLP can provide a sustainable pathway for implementing active learning in large STEM courses—maintaining high learning outcomes, minimizing equity gaps, and reducing institutional costs.