Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major.

ABSTRACT: Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being

SUBMITTER: England BJ 

PROVIDER: S-EPMC5542638 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature