How do undergraduates cope with anxiety resulting from active learning practices in introductory biology?

ABSTRACT: Active learning pedagogies decrease failure rates in undergraduate introductory biology courses, but these practices also cause anxiety for some students. Classroom anxiety can impact student learning and has been associated with decreased student retention in the major, but little is known about how students cope with anxiety caused by active learning practices. In this study, we investigated student coping strategies for various types of active learning (clickers, volunteering to answer a question, cold calling, and group work) that were used in 13 introductory Biology courses at a large public university in 2016-2017. A survey asked students to rate their anxiety regarding the four active learning practices and over half of the students explained the coping strategies they used to manag

SUBMITTER: Brigati JR 

PROVIDER: S-EPMC7423088 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature