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Active learning is more effective, but students don't think so

They don't even realize they've learned more.

As expected from past studies, the students in the active learning classes consistently outperformed their peers (and themselves), scoring a half a standard deviation higher on the quizzes. The students found the active learning classroom to lack a bit of coherence, and it suffered from the frequent interruptions, which made the experience frustrating and confusing. The other issue the authors suggest may be going on here is conceptually similar to the Dunning-Kruger effect, where people who don't understand a topic are unable to accurately evaluate how much they knew.

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