Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology

Abstract

We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.

Figure 1.

Mean ± SE student-reported attitudes from 2006 (standard lecture format), 2007, and 2008 (revised lecture format). “Increased interest” and “Relevance to goals” were questions on an instructor administered questionnaire (see Supplemental Material I), all other questions were part of the university course evaluation (see text). Increased interest represents difference in interest in the subject matter after taking the course relative to interest before taking the course (i.e., questions 2A and B, see Supplemental Material I). For each question, comparison among years (2006, 2007, and 2008) was significant (p < 0.001) by one-way ANOVA. Results of a posteriori comparison of means for each question indicated by letters where means that share the same letter are not significantly different (p > 0.05) with Bonferonni correction for experiment-wise error (α = 0.05).

Figure 2.

Mean (± SE) ranking of helpfulness for lecture components by students in 2007 (○) and 2008 (●). Lecture components as described in text: clicker = clicker questions; quiz = weekly quizzes; lgoal = learning goals; vocab = vocabulary lists; group = group work in class; daildoz = daily dozen reading questions; recit = optional weekly recitation section; and stdygrp = optional study group outside class. Results of one-way ANOVA testing for differences among lecture components was highly significant (p < 0.001). The legend on the top indicates results of planned comparisons (A) among components (pooled across years) where components that share the same letter are not significantly different (p> 0.05) and (B) between years (2007 and 2008) for each individual component, where * indicates p < 0.05, ns indicates p > 0.05.

Figure 3.

Mean (± SE) points scored on identical final exam questions administered in 2006, 2007, and 2008. (A) Logistic growth and life-history evolution, (8 points possible). (B) Island biogeography, see Supplemental Material II (9 points possible). The legend in the top right indicates the results of one-way ANOVA testing for differences among years, ***p < 0.001. Results of a posteriori comparison among years indicated by letters, means associated with the same letter are not significantly different (p > 0.05).