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Replacing lecture with peer-led workshops improves student learning
1Department of Biology, New Mexico State University, Las Cruces, NM 88003-8001, USA. rpreszle@nmsu.edu
CBE Life Sciences Education
|September 3, 2009
Summary
Peer-facilitated workshops in introductory biology boosted student engagement and learning. Students preferred workshops over traditional lectures, showing improved grades and higher-level thinking skills.
Area of Science:
- Biology Education
- Active Learning Strategies
Background:
- Traditional lecture formats in introductory biology courses often limit student engagement.
- Enhancing interactivity is crucial for improving learning outcomes and retention.
Purpose of the Study:
- To evaluate the impact of peer-facilitated workshops on student engagement and learning in an introductory biology course.
- To compare student performance and preferences between workshop-based and traditional lecture formats.
Main Methods:
- Implementing peer-facilitated workshops involving small group problem-solving and case study analysis.
- Comparing exam scores, overall grades, and retention rates between pre-workshop and workshop semesters.
- Analyzing student performance on questions assessing higher-level thinking skills.
Main Results:
- Students in the workshop format demonstrated higher exam scores and overall grades compared to the traditional lecture format.
- A majority of students preferred the workshop format, citing increased engagement and improved learning skills.
- Significant improvements in grades and retention were observed, particularly for female and underrepresented minority (URM) students.
- Student performance on higher-level thinking questions significantly increased in the workshop setting.
Conclusions:
- Peer-facilitated workshops are an effective strategy for enhancing student engagement, learning, and retention in introductory biology.
- The workshop model offers a more interactive and preferred learning environment compared to traditional lectures.
- Workshops show particular benefits for underrepresented groups, contributing to more equitable learning outcomes.
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