Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course

Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a nonmajors introductory biology c...

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Autores principales:	Kendra M. Hill, Volker S. Brözel, Greg A. Heiberger
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2014
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/2baf9a856f7e48e69e2607914defea6a
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spelling	oai:doaj.org-article:2baf9a856f7e48e69e2607914defea6a2021-11-15T15:03:37ZExamining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course10.1128/jmbe.v15i1.6291935-78851935-7877https://doaj.org/article/2baf9a856f7e48e69e2607914defea6a2014-05-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v15i1.629https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a nonmajors introductory biology course. These lessons were delivered in two lectures either online (Group 1: N = 154) or face to face (Group 2: N = 152). Previously validated pre- and post- surveys were used to collect and compare data by paired and independent t-test analysis (α = 0.05). Pre- and post- survey data showed a statistically significant improvement in both groups in metacognitive awareness (p = 0.001, p = 0.003, respectively) and reading comprehension (p < 0.001 for both groups). When comparing the delivery mode of these lessons, no difference was detected between the online and face-to-face instruction for metacognitive awareness (pre- p = 0.619, post- p = 0.885). For reading comprehension, no difference in gains was demonstrated between online and face-to-face (p = 0.381); however, differences in pre- and post- test scores were measured (pre- p = 0.005, post- p = 0.038). This study suggests that biology instructors can easily introduce effective metacognitive awareness and active reading lessons into their course, either through online or face-to-face instruction.Kendra M. HillVolker S. BrözelGreg A. HeibergerAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 15, Iss 1, Pp 5-12 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Kendra M. Hill Volker S. Brözel Greg A. Heiberger Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course
description	Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a nonmajors introductory biology course. These lessons were delivered in two lectures either online (Group 1: N = 154) or face to face (Group 2: N = 152). Previously validated pre- and post- surveys were used to collect and compare data by paired and independent t-test analysis (α = 0.05). Pre- and post- survey data showed a statistically significant improvement in both groups in metacognitive awareness (p = 0.001, p = 0.003, respectively) and reading comprehension (p < 0.001 for both groups). When comparing the delivery mode of these lessons, no difference was detected between the online and face-to-face instruction for metacognitive awareness (pre- p = 0.619, post- p = 0.885). For reading comprehension, no difference in gains was demonstrated between online and face-to-face (p = 0.381); however, differences in pre- and post- test scores were measured (pre- p = 0.005, post- p = 0.038). This study suggests that biology instructors can easily introduce effective metacognitive awareness and active reading lessons into their course, either through online or face-to-face instruction.
format	article
author	Kendra M. Hill Volker S. Brözel Greg A. Heiberger
author_facet	Kendra M. Hill Volker S. Brözel Greg A. Heiberger
author_sort	Kendra M. Hill
title	Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course
title_short	Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course
title_full	Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course
title_fullStr	Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course
title_full_unstemmed	Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course
title_sort	examining the delivery modes of metacognitive awareness and active reading lessons in a college nonmajors introductory biology course
publisher	American Society for Microbiology
publishDate	2014
url	https://doaj.org/article/2baf9a856f7e48e69e2607914defea6a
work_keys_str_mv	AT kendramhill examiningthedeliverymodesofmetacognitiveawarenessandactivereadinglessonsinacollegenonmajorsintroductorybiologycourse AT volkersbrozel examiningthedeliverymodesofmetacognitiveawarenessandactivereadinglessonsinacollegenonmajorsintroductorybiologycourse AT gregaheiberger examiningthedeliverymodesofmetacognitiveawarenessandactivereadinglessonsinacollegenonmajorsintroductorybiologycourse
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Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course

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