Increased structure and active learning reduce the achievement gap in introductory biology

Area of Science:

• STEM Education
• Introductory Biology
• Higher-Order Cognitive Skills

Background:

• STEM instructors face pressure to improve performance and retention for diverse students.
• Existing programs to close achievement gaps often require significant external funding.
• Disparities persist between students from disadvantaged and non-disadvantaged educational backgrounds.

Purpose of the Study:

• To investigate if a highly structured course design can enhance student performance and reduce achievement gaps in introductory biology.
• To determine if this approach can be implemented without increased financial expenditure.
• To test the Carnegie Hall hypothesis regarding intensive practice and student benefit.

Main Methods:

• Implemented a highly structured course design in a college-level introductory biology class.
• Incorporated daily and weekly practice focused on problem-solving and data analysis.
• Emphasized active-learning exercises to develop higher-order cognitive skills.

Main Results:

• All students demonstrated improved performance in the introductory biology course.
• The achievement gap between disadvantaged and non-disadvantaged students was significantly reduced.
• The improvements were achieved without any increase in course expenditures.

Conclusions:

• A structured, practice-intensive course design is an effective strategy for improving student outcomes in STEM.
• Active learning and consistent practice can close achievement gaps without additional funding.
• The findings support the Carnegie Hall hypothesis, highlighting the benefits for capable but underprepared students.