Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course.

ABSTRACT: 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 e

SUBMITTER: Wilton M 

PROVIDER: S-EPMC6818464 | biostudies-literature | 2019 Dec

REPOSITORIES: biostudies-literature