1887

Online Pre-laboratory Modules Enhance Introductory Biology Students’ Preparedness and Performance in the Laboratory

    Author: Marcy Peteroy-Kelly1,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biology and Health Sciences, Pace University, NY, NY 10038
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 20 May 2010
    • *Corresponding author. Mailing adress: Department of Biology and Health Sciences, Pace University, 1 Pace Plaza, NY, NY 10038. Phone: (212) 346-1353. (Fax) 212-346-1256. E-mail: [email protected].
    • Copyright © 2010 American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. May 2010 vol. 11 no. 1 5-13. doi:10.1128/jmbe.v11.i1.130
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • PDF
    247.15 Kb
  • HTML
    55.30 Kb
  • XML

    Abstract:

    Introductory biology students are typically overwhelmed in the laboratory. Many of the students are unsure of how to prepare for each session. Two online pre-laboratory modules were developed to introduce the students to the concepts required for laboratory. The students studied the information in the modules and took an online quiz prior to each lab session. Of the 49 students who reviewed the first module and took the online quiz, the average quiz grade was 83.7% ± 12.8. A control group that did not review the online module had an average quiz grade of 53.6% ± 17.5. Of the 20 students who reviewed the second module and took the online quiz, the average quiz grade was 76% ± 15.0. The average quiz grade of the control group was 47.2% ± 16.5. The students were required to prepare laboratory reports for each session. Students who were required to review the modules received slightly higher grades on their laboratory reports compared to the control group. The students and faculty took a survey to determine their perceived impact of the modules on laboratory preparedness and performance. Both the faculty and students agreed that students are typically underprepared for lab (100% and 62%, respectively). Eighty-five percent of the students and all faculty felt that the modules did help them with preparation for the lab. Eighty-eight percent of the students and 76% of the faculty reported that the modules helped them to prepare their laboratory reports. These data clearly indicate that the pre-laboratory modules do enhance student preparedness and performance in the laboratory.

Key Concept Ranking

Enzymes
0.71074474
Corn
0.5833333
Slides
0.49908537
Peroxidase
0.4834889
Lead
0.41979164
0.71074474

References & Citations

1. Boyer Commission on Educating Undergraduates in the Research University 1998 Reinventing undergraduate education: a blueprint for America’s research universities The Carnegie Foundation for the Advancement of Teaching New York, N.Y. 10.1016/j.compedu.2006.04.003 http://dx.doi.org/10.1016/j.compedu.2006.04.003
2. Denig SJ 2004 Multiple intelligences and learning styles: two complementary dimensions Teachers Coll Rec 106 96 111 10.1111/j.1467-9620.2004.00322.x http://dx.doi.org/10.1111/j.1467-9620.2004.00322.x
3. Fostnot CT 1996 Constructivism: theory, perspectives, and practice 228 Teachers College Press New York, N.Y
4. Handelsman J, Ebert-May D, Beichner R, Bruns P, Chang A, De Haan R, et al 2004 Scientific teaching Science 304 521 522 10.1126/science.1096022 15105480 http://dx.doi.org/10.1126/science.1096022
5. Johnstone AH 1997 Chemistry teaching – science or alchemy? J. Chem. Ed. 74 262 268 10.1021/ed074p262 12034576 http://dx.doi.org/10.1021/ed074p262
6. Koehler BP, Orvis JN 2003 Internet-based prelaboratory tutorials and computer-based probes in general chemistry J. Chem. Ed. 80 606 608 10.1021/ed080p606 http://dx.doi.org/10.1021/ed080p606
7. National Research Council 2000 Inquiry and the national science education standards: A guide for teaching and learning National Academic Press Washington, D.C
8. Rios-Velazquez C, Robles-Suarez R, Gonzalez-Negron AJ, Baez-Santos I 2006 The delta cooperative model: a dynamic and innovative team-work activity to develop research skills in microbiology Microbiol Educ 7 20 27 10.1002/ace.205 23653564 3633141 http://dx.doi.org/10.1002/ace.205
9. Vygotsky LS 1978 Mind in society: the development of higher psychological processes 131 Harvard University Press Cambridge, Mass 10.1021/ed076p543 http://dx.doi.org/10.1021/ed076p543
10. Zoller U 2000 Teaching tomorrow’s college science courses: Are we getting it right? J. Coll. Sci. Teaching 29 409 41 10.1007/BF02948592 http://dx.doi.org/10.1007/BF02948592

Supplemental Material

No supplementary material available for this content.

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v11.i1.130
2010-05-20
2019-10-17

Abstract:

Introductory biology students are typically overwhelmed in the laboratory. Many of the students are unsure of how to prepare for each session. Two online pre-laboratory modules were developed to introduce the students to the concepts required for laboratory. The students studied the information in the modules and took an online quiz prior to each lab session. Of the 49 students who reviewed the first module and took the online quiz, the average quiz grade was 83.7% ± 12.8. A control group that did not review the online module had an average quiz grade of 53.6% ± 17.5. Of the 20 students who reviewed the second module and took the online quiz, the average quiz grade was 76% ± 15.0. The average quiz grade of the control group was 47.2% ± 16.5. The students were required to prepare laboratory reports for each session. Students who were required to review the modules received slightly higher grades on their laboratory reports compared to the control group. The students and faculty took a survey to determine their perceived impact of the modules on laboratory preparedness and performance. Both the faculty and students agreed that students are typically underprepared for lab (100% and 62%, respectively). Eighty-five percent of the students and all faculty felt that the modules did help them with preparation for the lab. Eighty-eight percent of the students and 76% of the faculty reported that the modules helped them to prepare their laboratory reports. These data clearly indicate that the pre-laboratory modules do enhance student preparedness and performance in the laboratory.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/11/1/jmbe-11-1-5.xml.a.html?itemId=/content/journal/jmbe/10.1128/jmbe.v11.i1.130&mimeType=html&fmt=ahah

This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error