This study summarizes the comparison of interactive lecturing and technology-supported student-centered pedagogy across six semesters of an introductory physical geology course. A multiple linear regression analysis of 967 student scores shows that absent raw exam scores, homework, and in-class attendance, performance on the first exam (score <60%), and pedagogy are the strongest predictors of students' final exam scores. Individual final exam scores showed a significant negative difference between the two semesters with interactive lecturing and the four with student-centered pedagogy. STEM students performed better on average than non-STEM majors; however, this difference became less significant for students who scored <60% in the first exam. Female students scored on average 2% lower than males. We found no evidence that the transition to a swivel-seat auditorium from a fixed seat one in the last two semesters had an impact on the final exam or final grade. We conclude that a student-centered approach that relies heavily on technology does not necessarily imply higher efficacy over interactive lecturing, and that engaging students on how to effectively use learning resources is an important component of active learning.