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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

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How Instructors Can Enhance Biology Students' Motivation, Learning, and Grades through Brief Relevance Writing and

Kyle R Mara¹, Avi Kaplan², Michael J Balsai²

¹University of Southern Indiana, Evansville, Indiana, USA.

Journal of Microbiology & Biology Education

|October 1, 2021

Summary

This summary is machine-generated.

Brief online modules can improve student success in introductory biology. Supplementing courses with worked examples and relevance writing boosts motivation, reasoning, and grades, offering a practical alternative to major curriculum changes.

Keywords:

interventions learning motivation relevance writing worked-examples

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Area of Science:

Biology Education
STEM Education

Background:

High failure rates in introductory science, technology, engineering, and mathematics (STEM) courses pose a significant challenge for biology programs.
Traditional solutions often involve extensive and costly curricular overhauls, which may not be practical for all institutions.

Purpose of the Study:

To investigate an alternative approach using brief online modules to supplement existing instruction in introductory biology.
To assess the impact of cognitive and motivational modules on student learning, motivation, achievement, and retention in STEM fields.

Main Methods:

An intervention study was conducted with undergraduate introductory biology students at three research universities.
Students were randomly assigned to a control group or various combinations of online cognitive and motivational modules.
Specific focus on easily integrated modules: worked examples (problem-solving demonstrations) and relevance writing (connecting concepts to personal life).

Main Results:

Increased student engagement with the supplemental online modules correlated with higher motivation.
Students utilizing the modules showed improvements in biology reasoning skills and overall course grades.
The intervention demonstrated effectiveness in enhancing student success in introductory biology.

Conclusions:

Brief, easily implemented online supplemental modules are an effective strategy to improve student outcomes in introductory biology.
This approach offers a practical and accessible option for instructors seeking to enhance student engagement and performance without major curriculum redesign.
Online platforms like Blackboard, Canvas, or Moodle can be utilized to deliver these beneficial interventions.