The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students

This study describes the implementation and effectiveness of small-group active engagement (GAE) exercises in an introductory biology course (BSCI207) taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology) is the third introductory core course for Biological Sci...

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Autores principales:	Gili Marbach-Ad, Carly H. Rietschel, Neeti Saluja, Karen L. Carleton, Eric S. Haag
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2016
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/52cf397917124d6c9967341c427738e9
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spelling	oai:doaj.org-article:52cf397917124d6c9967341c427738e92021-11-15T15:13:57ZThe Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students10.1128/jmbe.v17i3.10711935-78851935-7877https://doaj.org/article/52cf397917124d6c9967341c427738e92016-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v17i3.1071https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885This study describes the implementation and effectiveness of small-group active engagement (GAE) exercises in an introductory biology course (BSCI207) taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology) is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section (n = 198) employed three lectures per week. The other section (n = 136) replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students). Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students) showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies.Gili Marbach-AdCarly H. RietschelNeeti SalujaKaren L. CarletonEric S. HaagAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 17, Iss 3, Pp 360-369 (2016)
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 Gili Marbach-Ad Carly H. Rietschel Neeti Saluja Karen L. Carleton Eric S. Haag The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students
description	This study describes the implementation and effectiveness of small-group active engagement (GAE) exercises in an introductory biology course (BSCI207) taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology) is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section (n = 198) employed three lectures per week. The other section (n = 136) replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students). Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students) showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies.
format	article
author	Gili Marbach-Ad Carly H. Rietschel Neeti Saluja Karen L. Carleton Eric S. Haag
author_facet	Gili Marbach-Ad Carly H. Rietschel Neeti Saluja Karen L. Carleton Eric S. Haag
author_sort	Gili Marbach-Ad
title	The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students
title_short	The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students
title_full	The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students
title_fullStr	The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students
title_full_unstemmed	The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students
title_sort	use of group activities in introductory biology supports learning gains and uniquely benefits high-achieving students
publisher	American Society for Microbiology
publishDate	2016
url	https://doaj.org/article/52cf397917124d6c9967341c427738e9
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The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students

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