Online Pre-laboratory Modules Enhance Introductory Biology Students’ Preparedness and Performance in the Laboratory

Introductory biology students are typically overwhelmed in the laboratory. Many of the students are unsure of how to prepare for each session. Two online pre-laboratory modules were developed to introduce the students to the concepts required for laboratory. The students studied the information in t...

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Autor principal:	Marcy Peteroy-Kelly
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2010
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/dc2bfbffb92f416ebffb272e097ab43c
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spelling	oai:doaj.org-article:dc2bfbffb92f416ebffb272e097ab43c2021-11-15T15:04:03ZOnline Pre-laboratory Modules Enhance Introductory Biology Students’ Preparedness and Performance in the Laboratory10.1128/jmbe.v11.i1.1301935-78851935-7877https://doaj.org/article/dc2bfbffb92f416ebffb272e097ab43c2010-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v11.i1.130https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Introductory biology students are typically overwhelmed in the laboratory. Many of the students are unsure of how to prepare for each session. Two online pre-laboratory modules were developed to introduce the students to the concepts required for laboratory. The students studied the information in the modules and took an online quiz prior to each lab session. Of the 49 students who reviewed the first module and took the online quiz, the average quiz grade was 83.7% ± 12.8. A control group that did not review the online module had an average quiz grade of 53.6% ± 17.5. Of the 20 students who reviewed the second module and took the online quiz, the average quiz grade was 76% ± 15.0. The average quiz grade of the control group was 47.2% ± 16.5. The students were required to prepare laboratory reports for each session. Students who were required to review the modules received slightly higher grades on their laboratory reports compared to the control group. The students and faculty took a survey to determine their perceived impact of the modules on laboratory preparedness and performance. Both the faculty and students agreed that students are typically underprepared for lab (100% and 62%, respectively). Eighty-five percent of the students and all faculty felt that the modules did help them with preparation for the lab. Eighty-eight percent of the students and 76% of the faculty reported that the modules helped them to prepare their laboratory reports. These data clearly indicate that the pre-laboratory modules do enhance student preparedness and performance in the laboratory.Marcy Peteroy-KellyAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 11, Iss 1, Pp 5-13 (2010)
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 Marcy Peteroy-Kelly Online Pre-laboratory Modules Enhance Introductory Biology Students’ Preparedness and Performance in the Laboratory
description	Introductory biology students are typically overwhelmed in the laboratory. Many of the students are unsure of how to prepare for each session. Two online pre-laboratory modules were developed to introduce the students to the concepts required for laboratory. The students studied the information in the modules and took an online quiz prior to each lab session. Of the 49 students who reviewed the first module and took the online quiz, the average quiz grade was 83.7% ± 12.8. A control group that did not review the online module had an average quiz grade of 53.6% ± 17.5. Of the 20 students who reviewed the second module and took the online quiz, the average quiz grade was 76% ± 15.0. The average quiz grade of the control group was 47.2% ± 16.5. The students were required to prepare laboratory reports for each session. Students who were required to review the modules received slightly higher grades on their laboratory reports compared to the control group. The students and faculty took a survey to determine their perceived impact of the modules on laboratory preparedness and performance. Both the faculty and students agreed that students are typically underprepared for lab (100% and 62%, respectively). Eighty-five percent of the students and all faculty felt that the modules did help them with preparation for the lab. Eighty-eight percent of the students and 76% of the faculty reported that the modules helped them to prepare their laboratory reports. These data clearly indicate that the pre-laboratory modules do enhance student preparedness and performance in the laboratory.
format	article
author	Marcy Peteroy-Kelly
author_facet	Marcy Peteroy-Kelly
author_sort	Marcy Peteroy-Kelly
title	Online Pre-laboratory Modules Enhance Introductory Biology Students’ Preparedness and Performance in the Laboratory
title_short	Online Pre-laboratory Modules Enhance Introductory Biology Students’ Preparedness and Performance in the Laboratory
title_full	Online Pre-laboratory Modules Enhance Introductory Biology Students’ Preparedness and Performance in the Laboratory
title_fullStr	Online Pre-laboratory Modules Enhance Introductory Biology Students’ Preparedness and Performance in the Laboratory
title_full_unstemmed	Online Pre-laboratory Modules Enhance Introductory Biology Students’ Preparedness and Performance in the Laboratory
title_sort	online pre-laboratory modules enhance introductory biology students’ preparedness and performance in the laboratory
publisher	American Society for Microbiology
publishDate	2010
url	https://doaj.org/article/dc2bfbffb92f416ebffb272e097ab43c
work_keys_str_mv	AT marcypeteroykelly onlineprelaboratorymodulesenhanceintroductorybiologystudentspreparednessandperformanceinthelaboratory
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Online Pre-laboratory Modules Enhance Introductory Biology Students’ Preparedness and Performance in the Laboratory

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