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Improving large class performance and engagement through student-generated question banks.

Dale Hancock1, Nicole Hare1, Paul Denny2

  • 1School of Life and Environmental Science, University of Sydney, Sydney, Australia.

Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology
|March 13, 2018
PubMed
Summary
This summary is machine-generated.

First-year university students in Biochemistry and Molecular Biology improved exam performance by creating and evaluating multiple-choice questions. Greater engagement with this peer-assessment activity correlated with significantly better results on targeted concepts.

Keywords:
PeerWisebiochemistry educationpeer evaluationstudent-authored multiple-choice questions

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Area of Science:

  • Biochemistry and Molecular Biology education
  • Undergraduate science pedagogy

Background:

  • First-year university students often struggle with Biochemistry and Molecular Biology due to complex concepts beyond high school curricula.
  • Surface learning strategies like memorization hinder the deep conceptual understanding required for advanced study in these fields.

Purpose of the Study:

  • To investigate the impact of a student-generated multiple-choice question activity on learning outcomes in a large first-year Molecular Biology course.
  • To assess the relationship between student engagement with the activity and overall course performance.

Main Methods:

  • Students created, answered, and evaluated multiple-choice questions linked to specific learning outcomes using an online platform.
  • The study incorporated elements of self- and peer-assessment within the activity.
  • Student engagement levels were analyzed in relation to performance on exam questions.

Main Results:

  • A notable improvement in class performance was observed on exam questions related to concepts covered by student-generated questions compared to previous cohorts.
  • Students with higher engagement in the question-creation activity showed significantly better performance on targeted exam questions.
  • Performance on unrelated control questions remained similar across all student engagement levels.

Conclusions:

  • Student-generated question activities, incorporating peer and self-assessment, can enhance deep learning and improve performance in challenging science subjects.
  • Active engagement with generative learning tasks is crucial for academic success in undergraduate science courses.
  • This pedagogical approach offers a scalable and effective method for improving student outcomes in large introductory science courses.