ERIC Number: EJ1452068
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: EISSN-1943-4898
The Impact of Active-Learning Exercises on the Grade Distribution in a Large-Lecture, General Education Biology Course
Michael L. Rutledge; Jeffery W. Bonner; Sandra A. Lampley
Journal of College Science Teaching, v44 n5 p16-23 2015
To make our general education biology course for nonmajors more relevant and engaging, we recently implemented an instructional approach featuring collaborative, active-learning exercises. The primary point of interest in this study was the impact of the exercises on students' grades, particularly those students who struggle on tests. Expectedly, as grading of the exercises focused on collaboration and demonstrated effort, students scored higher on the exercises than they did on tests. What is surprising was how much more students could have increased their grades had they taken full advantage of the approach by being present and completing all of the exercises. The question of why some students--in particular those who struggle on tests--do not take full advantage of grading opportunities that emphasize effort and participation is perplexing. Studies that focus on student motivation and attitudes toward general education courses may help answer this lingering question.
Descriptors: Active Learning, General Education, Biology, Courses, Science Instruction, Lecture Method, Large Group Instruction, Nonmajors, Grades (Scholastic), Assignments, Student Motivation, Student Attitudes, Class Activities, Underachievement
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A