Prescribed active learning increases performance in introductory biology.
We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.
Freeman
Scott
S
Department of Biology, University of Washington, Seattle, WA 98195, USA. srf991@u.washington.edu
O'Connor
Eileen
E
Parks
John W
JW
Cunningham
Matthew
M
Hurley
David
D
Haak
David
D
Dirks
Clarissa
C
Wenderoth
Mary Pat
MP
D001695:Biology / Q000193:education* / Q000592:standards*; D003479:Curriculum; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D017145:Models, Educational; D018794:Problem-Based Learning / Q000379:methods*; D018570:Risk Assessment; D012621:Seasons; D013334:Students