ArticleCBE life sciences education2019
Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course.
Article in CBE life sciences education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers.
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Who cites it
19 citing papers in PubMed, 69 citations in OpenAlex.
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- Not simply "active": identifying types of active-learning tasks in introductory biology.Journal of microbiology & biology education · 2026Article
- The Fourth Credit Hour: How do we Teach in Biology Discussion Sections?CBE life sciences education · 2026Article
- Article
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- Impact of a MOOC-Based Blended Learning Model on Performance, Satisfaction, and Perceptions in a Histology Course for Chinese Medical Students.Advances in medical education and practice · 2025Article
- Elevating Marginalized Student Experiences of Belonging in the Life Sciences: A Qualitative Case Study Approach.CBE life sciences education · 2024Article
- An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses.CBE life sciences education · 2024Article
- Student-centered factors influencing inclusion in biomedical majors among first-year undergraduate students.PloS one · 2024Article
- Gendered Performance Gaps in an Upper-Division Biology Course: Academic, Demographic, Environmental, and Affective Factors.CBE life sciences education · 2023Article
- "They Have Shown Me It Is Possible to Thrive within STEM": Incorporating Learning Assistants in General Chemistry Enhances Student Belonging and Confidence.Journal of chemical education · 2023Article
- An Equity-Focused Redesign of an Introductory Organismal Biology Lab Course To Develop Foundational Scientific Practices.Journal of microbiology & biology education · 2023Article
- Why Students Struggle in Undergraduate Biology: Sources and Solutions.CBE life sciences education · 2022Article
- Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses.Journal of microbiology & biology education · 2022Article
- Improving Academic Performance and Retention of First-Year Biology Students through a Scalable Peer Mentorship Program.CBE life sciences education · 2021Article
- Implementation of a Flipped Active-Learning Approach in a Community College General Biology Course Improves Student Performance in Subsequent Biology Courses and Increases Graduation Rate.CBE life sciences education · 2021Article
- Test Corrections Appear To Benefit Lower-Achieving Students in an Introduction to Biology Major Course: Results of a Single-Site, One-Semester Study.Journal of microbiology & biology education · 2021Article
- Demystifying the Meaning of Active Learning in Postsecondary Biology Education.CBE life sciences education · 2020Article
Corrections and comments
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Authors and funding
6 authors at 3 institutions in 2 countries.
Funding
Abstract
Integration of active-learning approaches into increased-structure postsecondary classrooms significantly improves student academic outcomes. We describe here two parallel sections of Introductory Biology that shared learning objectives and content but varied in course structure. The large-enrollment traditional course consisted of four 50-minute lectures coupled with minimal active-learning techniques, while an increased-structure intervention course integrated multiple active-learning approaches, had limited enrollment, and comprised three 50-minute lectures combined with a fourth peer-led team-learning discussion section. Additionally, the intervention course employed weekly review quizzes and multiple in-class formative assessments. The academic impact of these two course formats was evaluated by use of common exam questions, final grade, and student retention. We showed that academic achievement and retention of participants enrolled in the intervention course was significantly improved when compared with the traditional section. Further, we explored whether promoting in-class student-student/student-instructor interactions and peer-led discussion sections fostered a greater sense of belonging. At the end of the course, participants in the intervention course reported greater perceptions of classroom belonging. Therefore, this study begins to characterize the importance of combining pedagogical methods that promote both academic success and belonging to effectively improve retention in science, technology, engineering, and mathematics majors.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.