Preliminary outcomes from a learning community to increase biology course knowledge
Preliminary outcomes from a learning community to increase biology course knowledge
复制标题
学习社区增加生物学课程知识的初步成果
DOI：
10.1080/00219266.2021.1909639
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发表时间：
2021
影响因子：
1.1
通讯作者：
McCarroll, Patricia
中科院分区：
文献类型：
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作者：
Gross, Thomas J.;Li, Qingxia;McCarroll, Patricia
本研究旨在评估一项以学生支持绩效金字塔理论模式为基础的学习型社区干预的初步效果。LC将大学代数融入生物课程工作。我们使用了一个准实验设计，比较LC学生单独的普通生物学我和大学代数课程控制组的生物学和代数课程知识的各自措施，并评估感知性能金字塔的支持。参与者包括198名学生（LC，n= 22;生物控制，n= 52;数学控制，n= 124）在历史上黑人大学在美国南部。协方差分析（ANCOVA）表明，LC学生有显着更大的性能，从前到后测试的生物课程知识的措施（科恩的标准差= 0.76）相比，生物控制组。一个协方差分析表明，LC和数学控制的学生进行类似的代数课程知识的措施。知觉绩效金字塔支持的协方差多变量分析的组间差异大多数在统计学上不显著。总的来说，LC提高了生物课程的表现。提高生物学课程的表现和更好地评估学生的看法，支持学业成功的影响进行了讨论。
The purpose of this study was to evaluate the preliminary outcomes of a learning community intervention (LC), which was based on the performance pyramid theoretical model of student supports. The LC integrated college algebra into biology course work. We used a quasi-experimental design to compare LC students to separate General Biology I and College Algebra course control groups on respective measures of biology and algebra course knowledge, and an assessment of perceived performance pyramid supports. Participants included 198 students (LC,n= 22; biology control,n= 52; mathematics control,n= 124) at a Historically Black University in the Southern United States. An analysis of covariance (ANCOVA) indicated that the LC students had significantly greater performance from pre- to post-test on a measure of biology course knowledge (Cohen’sd= 0.76) compared to the biology control group. An ANCOVA indicated that the LC and mathematics control students performed similarly on a measure of algebra course knowledge. Group differences from a multivariate analysis of covariance on perceived performance pyramid supports were mostly statistically non-significant. Overall, the LC increased biology course performance. Implications for improving biology course performance and better assessment of students’ perceptions of support for academic success are discussed.