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CBE Life Sci Educ 6(2): 132-139 2007
DOI: 10.1187/cbe.06-09-0194
© 2007 American Society for Cell Biology
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Articles

Prescribed Active Learning Increases Performance in Introductory Biology

Scott Freeman, Eileen O'Connor, John W. Parks, Matthew Cunningham, David Hurley, David Haak, Clarissa Dirks, and Mary Pat Wenderoth

Department of Biology, University of Washington, Seattle, WA 98195

Monitoring Editor: Martha Grossel

Address correspondence to: Scott Freeman (srf991{at}u.washington.edu)

We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.




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