An Asynchronous Chemistry-in-biology Intervention Improves Student Content Knowledge and Performance in Introductory...

Area of Science:

• Biology Education Research
• STEM Education
• Chemistry-Biology Interface

Background:

• Introductory biology is a critical gateway course for STEM disciplines.
• Prior chemistry knowledge is essential for understanding core biology concepts.
• The link between chemistry knowledge and biology performance, particularly equity gaps, is understudied.

Purpose of the Study:

• Investigate opportunity gaps in prior chemistry coursework and knowledge.
• Examine the association between these chemistry gaps and equity gaps in introductory biology performance.
• Develop and assess an intervention to support student learning and mitigate equity gaps.

Main Methods:

• Utilized an opportunity gap framework with approximately 1800 students across seven introductory biology course sections.
• Collected data from sections before and after implementing an asynchronous, content-based intervention.
• Analyzed the relationship between prior chemistry coursework, chemistry knowledge, and introductory biology assessment performance.

Main Results:

• Identified significant opportunity gaps in prior chemistry coursework.
• Found that these chemistry opportunity gaps correlated with student performance disparities on the first introductory biology exam.
• The intervention demonstrated potential in supporting student learning and reducing equity gaps.

Conclusions:

• Chemistry knowledge gaps represent a significant barrier to success in introductory biology.
• Early intervention and support addressing chemistry concepts are crucial for improving student outcomes.
• Understanding and addressing opportunity gaps in prerequisite knowledge is vital for promoting equity in STEM education.