The use of student presentations was examined in a required mathematics course to see if the approach increased students' content knowledge and critical thinking skills. The professor used traditional methods for content delivery during the first half of the semester, and the students presented the content information during the latter part of the semester. A comparative analysis was done on student performance based on examinations addressing the material presented in the traditional method versus material presented in the student presentations. The students' performance was consistently higher on the examinations covering the material presented with the student presentations versus the material presented in the traditional method. This interactive session would be beneficial for faculty as well as administrators directly involved with evaluating faculty or providing professional development for faculty.
