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Identifying Group Work Experiences That Increase Students' Self-Efficacy for Quantitative Biology Tasks.
Melissa L Aikens1, Alexander R Kulacki1
1Department of Biological Sciences, University of New Hampshire, Durham, NH 03824.
CBE Life Sciences Education
|March 2, 2023
Summary
Collaborative learning in introductory biology enhances quantitative self-efficacy through experiences like problem-solving and peer help. Structuring group work for discussion and help-seeking benefits students with lower initial quantitative self-efficacy.
Area of Science:
- Life Sciences Education
- Quantitative Biology Skills
Background:
- Quantitative skills are essential for life science careers.
- Student self-efficacy for quantitative tasks impacts academic achievement.
- The specific collaborative learning experiences that build self-efficacy are not well understood.
Purpose of the Study:
- To identify collaborative group work experiences that enhance undergraduate life science students' self-efficacy for quantitative tasks.
- To examine the relationship between initial self-efficacy, gender/sex, and reported self-efficacy-building experiences during collaborative quantitative biology assignments.
Main Methods:
- Survey of 311 introductory biology students on self-efficacy-building experiences during collaborative quantitative assignments.
- Inductive coding analysis of 478 student responses.
- Statistical examination of initial self-efficacy and gender/sex influences.
Main Results:
- Five key experiences increased self-efficacy: accomplishing problems, peer help, confirming answers, teaching others, and teacher consultation.
- Higher initial self-efficacy predicted reporting 'accomplishing problems' as beneficial (OR=1.5).
- Lower initial self-efficacy predicted reporting 'peer help' as beneficial (OR=1.6).
- Gender/sex differences in reporting peer help were linked to initial self-efficacy levels.
Conclusions:
- Collaborative group work offers multiple pathways to enhance quantitative self-efficacy in life science students.
- Facilitating peer discussions and help-seeking in group settings may be particularly effective for students with lower initial self-efficacy.
- Educational interventions should consider these factors to improve quantitative skill development and confidence.
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