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We present the findings of a pilot plan of active learning implemented inintroductory physics in a Chilean public university. The model is researchbased as it considered a literature review for adequate selection and design ofactivities, consistent with the levels of students' reasoning skills. The levelof scientific reasoning is positively correlated to student success. Bycontrast to a control group of students following traditional lectures, weobserved a significant reduction in failure rate for students that do not yetposses formal scientific reasoning. This profile of student being the majority,we conclude that implementing active learning is particularly suited to firstyear of higher education in the context of a developing country. It fits theparticularities of student profile and typical classroom size, leading tolearning improvement and reduction of academic risk as well as beingfinancially sound.

physical review. physics education research

Active Learning reduces academic risk of students with non-formal  reasoning skills. Evidence from an introductory physics massive course in a  Chilean public university