ArticleCBE life sciences education2021
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.
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed, 11 citations in OpenAlex.
- The state of introductory biology following 16 years of pedagogical reform sinceJournal of microbiology & biology education · 2025Article
- Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors.CBE life sciences education · 2024Article
- Promoting Achievement for Community College STEM Students through Equity-Minded Practices.CBE life sciences education · 2022Article
- Summative program evaluation of a Student-Led Seminar Series in the subject of physiology: an outcome-based study.Korean journal of medical education · 2022Article
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
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Abstract
Active learning has been shown to improve student learning and engagement in many 4-year institutions; however, large-scale studies on the efficacy of active learning in community colleges are lacking. In this study, we investigate the effects of active learning in a first semester majors' general biology course at a large, suburban community college by designing and implementing a flipped active-learning model in the course. Our study included 33 sections of general biology class, 16 instructors, and ∼800 students. Students in active-learning sections performed significantly higher on common exam questions than their peers in traditional sections with primarily didactic pedagogy. Although students from the active-learning sections had similar pass rates and grade distributions, they passed subsequent biology courses with significantly higher grades. The 3-year graduation rate for students from active-learning sections was also significantly higher. These findings suggest that a flipped active-learning pedagogy is more effective than traditional didactic methods for teaching general biology concepts and that the improvement in student learning may lead to higher graduation rates.
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Registered trials
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