Assessment of the effectiveness of the studio format in introductory undergraduate biology.
Kansas State University converted its introductory biology course, previously taught as an audio-tutorial (A-T), to a studio format in 1997. We share with others information about the process involved and present assessment data for the studio format course that address 1) student exam performance in A-T and studio; 2) student course grades in A-T and studio; 3) student and instructor perceptions and attitudes for A-T and studio; 4) student performance in subsequent biology courses for A-T and studio; and 5) gains in student learning for the studio course and other traditional lecture/lab courses. Collectively, these measures demonstrate that the studio format is as effective as or more effective (for some measures) than the A-T approach and traditional approaches in providing an effective learning environment. We discuss the issues involved in comparing course formats.
Montelone
Beth A
BA
Division of Biology, Kansas State University, Manhattan, KS 66506, USA. bethmont@ksu.edu
Rintoul
David A
DA
Williams
Larry G
LG
D001290:Attitude; D001695:Biology / Q000193:education*; D003479:Curriculum; D005178:Faculty; D007615:Kansas; D007858:Learning; D010465:Perception; D013334:Students; D013663:Teaching; D014495:Universities