The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate non-major biology course

In this study, the following questions were addressed in an undergraduate non-major biology course using a large lecture format: Is there a relationship between students?? perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? The purpose of this study was to test a path model describing the mediating effects of motivation and attitudes on learning environments and course performance. The study considered contemporary understanding of teaching and learning, as well as motivation and attitudes, in suggesting a direction for future reform efforts and to guide post-secondary science education instructors and leaders in the design of learning environments for undergraduate non-major biology courses. Among the classroom learning environment variables assessed in this study, personal relevance was the major contributor to predicting attitudes, motivation and course performance. Although the classroom learning environment had a very weak direct effect on course performance, there was a moderate total effect on self-efficacy and intrinsic goal orientation. The classroom learning environment also had a moderate total effect on attitudes toward biology. Attitudes toward biology had a moderate direct effect on self-efficacy. While attitudes toward biology was significantly correlated with course performance, the direct effect was extremely weak and was dropped from the model. However, attitudes toward biology had a moderate indirect effect on course performance due to the mediating effects of self-efficacy. Self-efficacy had a strong direct effect on course performance and therefore seemed to be particularly important. The model tested in this study explained 33?% of the variance in course performance, 56?% of the variance in self-efficacy, 24?% of the variance in attitudes toward biology, and 18?% of the variance in intrinsic goal orientation. To improve course performance, instructors should focus on building self-efficacy among their students and ensure that students find the course personally relevant.     

Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses

With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning.     

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.     

Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class

Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by comparing student performance in 2009 versus 2007/8 on LBL-related question pairs, matched by level and format. The percentage of students who correctly answered five of six LBL-related exam questions was significantly higher (p < 0.001) in 2009 versus 2007/8. The mean increase in performance was 21% across the six LBL-related questions compared with <3% on all non-LBL exam questions. The worksheet and video LBL formats were equally effective based on a cross-over experimental design. These results demonstrate that LBLs combined with interactive exercises can be implemented incrementally and result in significant increases in learning gains in large introductory biology classes.     

Articulating Scientific Reasoning Improves Student Learning in an Undergraduate Anatomy and Physiology Course

In many life science classrooms, instructors rely upon lecture presentations to efficiently present course content. Students, in this case, act as passive learners with little opportunity to test their knowledge for gaps or misconceptions. The goal of the project described here was to determine whether a collaborative quiz protocol that guided students to discuss their understanding with their peers would improve learning and academic performance. The project took place during a single semester and was composed of two studies: a preliminary study that incorporated short-answer quizzes into the curriculum and a comprehensive study that incorporated short-answer quizzes and justify/explain quizzes in which students were expected to select an answer and then justify or explain it. Students took all quizzes twice, first independently and then collaboratively with classmate(s). Learning was assessed using multiple-choice exam questions based upon quiz topics. Students scored significantly higher on exam questions associated with justify/explain quiz topics than on those associated with short-answer quiz topics.     

Alternation of generations and experimental design: a guided-inquiry lab exploring the nature of the her1 developmental mutant of Ceratopteris richardii (C-Fern)

Inquiry-based labs have been shown to greatly increase student participation and learning within the biological sciences. One challenge is to develop effective lab exercises within the constraints of large introductory labs. We have designed a lab for first-year biology majors to address two primary goals: to provide effective learning of the unique aspects of the plant life cycle and to gain a practical knowledge of experimental design. An additional goal was to engage students regardless of their biology background. In our experience, plant biology, and the plant life cycle in particular, present a pedagogical challenge because of negative student attitudes and lack of experience with this topic. This lab uses the fern Ceratopteris richardii (C-Fern), a model system for teaching and research that is particularly useful for illustrating alternation of generations. This lab does not simply present the stages of the life cycle; it also uses knowledge of alternation of generations as a starting point for characterizing the her1 mutation that affects gametophyte sexual development. Students develop hypotheses, arrive at an appropriate experimental design, and carry out a guided inquiry on the mechanism underlying the her1 mutation. Quantitative assessment of student learning and attitudes demonstrate that this lab achieves the desired goals.     

Teaching students how to study: a workshop on information processing and self-testing helps students learn

We implemented a "how to study" workshop for small groups of students (6-12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students' reactions (based on the workshop instructors' experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this "how to study" workshop as a study support for introductory biology (and other science) students.     

Assessment of learning gains associated with independent exam analysis in introductory biology

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (～400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm-final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed.     

Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey

A science achievement model was separately investigated for students in low and high achieving schools (LAS and HAS) in Turkey. Then, gender differences based on variables that significantly contributed to each achievement model were investigated. The student-level variables that were under investigation for multiple regression analyses include attitudes toward science, epistemological beliefs, metacognition, views on science teaching, and socioeconomic status (SES). The science achievement scores of students on a nationwide exam were used to measure science achievement. Both for LAS and HAS, two schools were selected. Results were reported for 241 and 320 students in LAS and HAS, respectively. According to the results, self-concept in science, knowledge of cognition, SES, importance of science, gradual learning, and views on lab work significantly contributed to the science achievement model in LAS. On the other hand, self-concept in science, SES, gradual learning, studying, and learning science in school significantly contributed to the science achievement model in HAS. Results also revealed that girls outperformed boys on knowledge of cognition and importance of science in LAS. Moreover, girls scored higher than boys on gradual learning and studying in HAS. According to these findings, implications for science education were discussed.     

THE RELATIONSHIP BETWEEN GRADE 11 PALESTINIAN ATTITUDES TOWARD BIOLOGY AND THEIR PERCEPTIONS OF THE BIOLOGY LEARNING ENVIRONMENT

The aims of the study were to investigate (a) the relationship between the attitudes toward biology and perceptions of the biology learning environment among grade 11 students in Tulkarm District, Palestine and (b) the effect of gender and residence of these students on their attitudes toward biology and on their perceptions of the biology learning environment. The study used a 30-item Attitudes Toward Biology Questionnaire and a 32-item Learning Environment Questionnaire. The association between attitudes toward biology and the biology learning environment were significant, with a correlation coefficient of 0.366. The results of the study indicated that there were significant gender differences in attitudes toward biology and in perceptions of the learning environment, favoring females; however, there were no significant residence differences in attitudes toward biology and in perceptions of the learning environment.     

The Effect of Team‐Based Learning on Student Attitudes and Satisfaction

We examined student attitudes toward a team‐based learning method known as the readiness assurance process encompassing team exams to model how student satisfaction is initially shaped and subsequently changed over time as a function of scholastic performance and perceived development of professional skills (PS). We found that students were generally positively disposed toward the learning method and recognized its benefits in terms of developing teamwork skills. A regression analysis of student responses to an instrument distributed directly after each of four quizzes given over the course of a semester leads to the inferences that satisfaction with the method depends minimally upon the immediate feedback provided by student performance on a quiz and more critically upon student perceptions of how it has enhanced their PS. There is also shown to be a strong carryover effect in satisfaction with the method in successive uses. The results suggest that student attitudes are shaped by multiple, high‐level goals, and not just scholastic performance. The study also evidences the need to study learning interventions over multiple uses rather than through a one‐shot design.     

The effect of distributed questioning with varied examples on exam performance on inference questions

The purpose of this study was to investigate whether the distributed presentation of different versions of a question would produce better performance on a new version of the question than distributed presentation of the same version of the question. A total of 48 four question sets of five alternative multiple‐choice questions were presented during a college lecture course. The answers to all the four questions in each set required an inference from the same fact statement. One question in each set appeared on both a block exam and the final. Each of the other three questions was presented either on an online quiz before class, during class or on an online quiz a week after class. Answering different versions of a question before class, during class and after class resulted in better performance on a fourth version of the question on the exam and final than answering the same question before class, during class and after class. On the final exam, 44 questions were answered twice, first under a time constraint of 90 seconds and then when response time was unlimited. The two responses were virtually identical.     

Testing the ecological validity of teacher-provided versus student-generated postquestions in reading college science text

This study compared the achievement of high- and low-reading-ability students in two classes of a one-semester introductory college biology course after they either received and used teacher-provided questions posed at various taxonomic levels on textual reading assigned over a five-week period (Group 1) or learned via training to generate and use their own questions at the identical taxonomic levels based on the same text over the same period of time (Group 2). Independent variables included (a) form of questioning (teacher provided and self-generated), (b) reading ability (low and high), and (c) question type (referent, literal, interpretive, inferential, and self-critical). Dependent variables included scores from weekly quizzes and from a summative examination. Results indicated that (a) training students to generate and answer their own questions based on text reading had a favorable effect on their midrange (weekly quiz) performance; (b) relative to long-range (summative exam) performance, training students to generate and answer their own questions based on study reading was no more efficacious than providing students with questions based on the same text; and (c) teacher-provided questions at the literal level facilitated the acquisition of intended and incidental discrimination material better than teacher-provided questions at any other taxonomic level.     

Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes

The transgenic mouse model is useful for studying the causes and potential cures for human genetic diseases. Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas (n?=?44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both p?<?0.005). Significant increases continued to occur with additional use of the simulation (p?<?0.001). Students in the treatment group became more positive toward using computers for learning (p?<?0.001). The simulation did not significantly affect attitudes toward science in general. Computer simulation of complex transgenic protocols have potential to provide a ??virtual?? laboratory experience as an adjunct to conventional educational approaches.     

Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer Discussion

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning.     

Students' cognitive focus during a chemistry laboratory exercise: Effects of a computer‐simulated prelab

To enhance the learning outcomes achieved by students, learners undertook a computer‐simulated activity based on an acid–base titration prior to a university‐level chemistry laboratory activity. Students were categorized with respect to their attitudes toward learning. During the laboratory exercise, questions that students asked their assistant teachers were used as indicators of cognitive focus. During the interviews, students' frequency and level of “spontaneous” use of chemical knowledge served as an indicator of knowledge usability. Results suggest that the simulation influenced students toward posing more theoretical questions during their laboratory work and, regardless of attitudes, exhibiting a more complex, correct use of chemistry knowledge in their interviews. A more relativistic student attitude toward learning was positively correlated with interview performance in both the control and treatment groups. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1108–1133, 2007     

Dividing attention in the classroom reduces exam performance

The intrusion of internet-enabled electronic devices (laptop, tablet, and cell phone) has transformed the modern college lecture into a divided attention task. This study measured the effect of using an electronic device for a non-academic purpose during class on subsequent exam performance. In a two-section college course, electronic devices were permitted in half the lectures, so the effect of the devices was assessed in a within-student, within-item counterbalanced experimental design. Dividing attention between an electronic device and the classroom lecture did not reduce comprehension of the lecture, as measured by within-class quiz questions. Instead, divided attention reduced long-term retention of the classroom lecture, which impaired subsequent unit exam and final exam performance. Students self-reported whether they had used an electronic device in each class. Exam performance was significantly worse than the no-device control condition both for students who did and did not use electronic devices during that class.     

Directed-inquiry approach to learning science process skills: treatment effects and aptitude-treatment interactions

The directed-inquiry approach to learning science process skills and scientific problem solving [DIAL(SPS)2] was developed to help high-school students gain the critical thinking skills required to solve problems in the biology lab. This curriculum integrated several learning strategies into a single approach: advance organizers, the learning cycle, concept maps, Vee diagrams, a focusing strategy, and writing. Two general questions were addressed. First, was the DIAL(SPS)2 treatment more effective than a conventional treatment? Second, was there evidence of an aptitude-treatment interaction? Four high-school biology classes taught by this investigator were used to test the DIAL(SPS)2 curriculum. Scheduling of students involved ability grouping. To test the curriculum in the most rigorous way, the experimental group consisted of average ability students and the comparison group consisted of above-average students. Both the groups were pretested in August and posttested in May. In the intervening time, the experimental group received the DIAL(SPS)2 treatment while the comparison group received a more traditional approach. Analysis of covariance revealed that the DIAL(SPS)2 curriculum had no significant effect on the learning of science process skills or on cognitive development. Aptitude-treatment interaction analyses revealed an interaction of DIAL(SPS)2 treatment and cognitive development.     

Online Versus in the Classroom: Student Success in a Hands-On Lab Class

Abstract

This study compares learning success of online and on-campus students in a general education soil science course with lab and field components. Two terms of students completed standardized pre- and postassessments designed to test knowledge and skills from the lecture and lab content of the course. There was no difference in overall grade or lab assignment grades between course formats. Online students outperformed on-campus students on the preassessment in the first term and on the post-assessment in the second term; the two populations scored the similarly for the other assessments. Online students showed a 42% grade improvement from pre- to post-assessment; on-campus students had a 21% improvement. Online students also showed better learning success in lab-related knowledge and skills based on individual assessment questions. The students in both populations successfully met the learning objectives for this lab- and field-based science course.     

Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students’ outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from “knowledge transmitters” to “role model scientists.”