Two studies compared a lecture-only with a group-activity instruction method to determine whether enhancing student involvement in an introductory class would increase learning and persistence in college. Exam grades, instructor evaluations, and student persistence were measured. It was predicted that first-year students in active-learning classes would show higher student involvement and higher grades and would be more likely to stay in college than students enrolled in lecture-only classes. The results indicated that when group activities are used, first-year students are more involved and more likely to stay in college. However, exam grades were not enhanced when group activities were used. (Contains 4 tables.)