Advancing Active Learning: An In-Depth Review and an Innovative Model (M3)

Transitioning from K-12 to college poses significant challenges due to the shift from guided learning to self-directed engagement. Traditional pedagogies such as inquiry-based learning and flipped classrooms have not fully resolved issues like poor retention and low graduation rates in STEM fields, which are critical for economic growth and national security. Higher education often fails to differentiate itself from high school in delivery and relevancy, contributing to student disengagement. Additionally, traditional exam formats induce test anxiety, especially among first-generation and underrepresented students. There is growing recognition that conventional assessment practices hinder meaningful learning, yet alternatives like "ungrading" need practical, quantified substitutes. The Modular Mastery-based Model (M3) addresses these issues by offering courses in modular formats, each representing specific learning objectives that is clearly conveyed to learners. Students master each module at their own pace, demonstrating competency through traditional assessments based on readiness rather than fixed test dates. This approach enhances student engagement, reduces test anxiety, and provides ample, clear and relevant feedback. Clarity and feedback are two critical pillars of effective teaching. Implementation of M3 has shown promising results, with increased student enthusiasm and higher engagement levels. Quantitative data and qualitative feedback suggest substantial and sustainable academic impacts, benefiting all students, from the weakest to the strongest. Future plans are to disseminate M3, expand its scalable implementation, develop training materials, engage stakeholders, conduct workshops, and create an online platform.