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. 2011 Summer;10(2):175–186. doi: 10.1187/cbe.10-08-0105

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© 2011 S. Freeman et al.CBE—Life Sciences Education © 2011 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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Figure 3. — Failure rates controlled for Predicted Grade, as a function of course structure. In this study, low-, medium-, and high-structure courses rely primarily on Socratic lecturing, some active learning and formative assessment, and extensive active learning (no lecturing) and formative assessment, respectively. The difference between the proportion of students predicted to fail and the actual proportion failing decreases with increasing structure (GLMM, binomial error n = 2267, *p = 0.06, **p = 0.0004).