IMPACT OF AN ACTIVE LEARNING INTERVENTION ON STUDENT SUCCESS IN AN INTRODUCTORY-LEVEL BIOLOGY COURSE
Date of Award
Summer 8-2022
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Center for Science and Math Education
Committee Chair
Dr. Jake Schaefer
Committee Chair School
Biological, Environmental, and Earth Sciences
Committee Member 2
Dr. Mac Alford
Committee Member 2 School
Biological, Environmental, and Earth Sciences
Committee Member 3
Dr. Glenmore Shearer
Committee Member 3 School
Biological, Environmental, and Earth Sciences
Committee Member 4
Dr. Sherry Herron
Committee Member 4 School
Center for Science and Math Education
Committee Member 5
Dr. Aimee Thomas
Abstract
Large enrollment introductory-level courses with high rates of students receiving a D, F, or withdrawing have been identified within higher education as gateway courses. Students not successfully completing these courses are disproportionately represented by historically and continually marginalized populations, such as low-income, poorly represented ethnic groups, and first-generation students. A form of blended learning called the flipped class model is becoming increasingly prevalent in gateway courses. A flipped class design may reduce the cognitive load by allowing time for processing information before class while cooperative learning may result in a collective working memory effect where social interactions may serve to fill in gaps in knowledge and preparedness. However, this can be difficult to implement in large-enrollment courses.
This study focused on the efficacy of a flipped class intervention, combined with the implementation of a Learning Assistant model, at increasing student success in a high enrollment, introductory-level biology course. Student success was measured by comparing mean exam scores and DFW rates (percentage of students earning a D, F, or, withdrawing) for course sections taught in a traditional didactic style to those of course sections employing a flipped class design. Student perceptions of personal learning gains were explored through the implementation of a Student Assessment of Learning Gains survey utilizing Likert-type and open-ended questions. Data revealed a significant increase in exam score means for course sections taught with a flipped class design compared to those taught traditionally. No significant difference was observed for overall DFW rates between course designs, nor did course design produce a significant difference in DFW rate when controlling for Pell grant eligibility or first-generation status. However, the analysis uncovered a significant interaction between course design and ethnic groups for reported DFW rates. Evaluation of survey responses showed a significant increase in mean response scores for questions related to the perceived benefits of active learning and cooperative learning on understanding and overall learning gains for flipped class sections compared to traditional sections. A thematic analysis of open-ended survey responses yielded an overall pervasive theme of group work with tightly related sub-themes of cooperative learning and activities.
Copyright
Cynthia Littlejohn, 2022
Recommended Citation
Littlejohn, Cynthia, "IMPACT OF AN ACTIVE LEARNING INTERVENTION ON STUDENT SUCCESS IN AN INTRODUCTORY-LEVEL BIOLOGY COURSE" (2022). Dissertations. 2023.
https://aquila.usm.edu/dissertations/2023