Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course
Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course
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通过增加生物学入门课程的结构来提高学习成绩、归属感和记忆力
DOI：
10.1187/cbe.18-08-0155
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
J. Rothman
中科院分区：
文献类型：
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作者：
Mike Wilton;Eduardo Gonzalez;Peter McPartlan;Zach Terner;R. Christoffersen;J. Rothman
积极的学习方法融入增加结构中学后课堂显着提高学生的学业成绩。我们在这里描述两个平行的部分介绍生物学共享学习目标和内容，但在课程结构不同。大规模招生的传统课程包括四个50分钟的讲座，加上最小的主动学习技术，而增加结构的干预课程整合了多种主动学习方法，招生人数有限，包括三个50分钟的讲座结合第四个同行领导的团队学习讨论部分。此外，干预课程采用每周复习测验和多个课堂形成性评估。这两种课程形式的学术影响进行了评估，使用共同的考试问题，最终成绩，和学生保留。我们发现，与传统部分相比，参加干预课程的参与者的学习成绩和保留率显着提高。此外，我们探讨了促进课堂上的学生/学生-教师互动和同行领导的讨论部分是否培养了更大的归属感。在课程结束时，干预课程的参与者报告了更大的课堂归属感。因此，本研究开始结合教学方法，促进学术成功和归属感，有效地提高保留在科学，技术，工程和数学专业的重要性。
Integration of active-learning approaches into increased-structure postsecondary classrooms significantly improves student academic outcomes. We describe here two parallel sections of Introductory Biology that shared learning objectives and content but varied in course structure. The large-enrollment traditional course consisted of four 50-minute lectures coupled with minimal active-learning techniques, while an increased-structure intervention course integrated multiple active-learning approaches, had limited enrollment, and comprised three 50-minute lectures combined with a fourth peer-led team-learning discussion section. Additionally, the intervention course employed weekly review quizzes and multiple in-class formative assessments. The academic impact of these two course formats was evaluated by use of common exam questions, final grade, and student retention. We showed that academic achievement and retention of participants enrolled in the intervention course was significantly improved when compared with the traditional section. Further, we explored whether promoting in-class student–student/student–instructor interactions and peer-led discussion sections fostered a greater sense of belonging. At the end of the course, participants in the intervention course reported greater perceptions of classroom belonging. Therefore, this study begins to characterize the importance of combining pedagogical methods that promote both academic success and belonging to effectively improve retention in science, technology, engineering, and mathematics majors.