ArticlePloS one2021
Evidence-based teaching practices correlate with increased exam performance in biology.
Article in PloS one, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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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.
The trial behind it
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Who cites it
8 citing papers in PubMed.
- Article
- Article
- Time spent on active learning activities does not necessarily correlate with student exam performance: a controlled case study.Journal of microbiology & biology education · 2024Article
- Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors.CBE life sciences education · 2024Article
- Visualizing Inequities: A Step Toward Equitable Student Outcomes.CBE life sciences education · 2024Article
- Undergraduate Biology Lecture Courses Predominantly Test Facts about Science Rather than Scientific Practices.CBE life sciences education · 2024Article
- Use of Active Learning During Emergency Remote Teaching in COVID-19 Pandemic.Medical science educator · 2023Article
- Fidelity of Implementation as a Guiding Framework for Transitioning Research-Based Instructional Practices from On Site to Online.Journal of microbiology & biology education · 2022Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Evidence-based teaching practices are associated with improved student academic performance. However, these practices encompass a wide range of activities and determining which type, intensity or duration of activity is effective at improving student exam performance has been elusive. To address this shortcoming, we used a previously validated classroom observation tool, Practical Observation Rubric to Assess Active Learning (PORTAAL) to measure the presence, intensity, and duration of evidence-based teaching practices in a retrospective study of upper and lower division biology courses. We determined the cognitive challenge of exams by categorizing all exam questions obtained from the courses using Bloom's Taxonomy of Cognitive Domains. We used structural equation modeling to correlate the PORTAAL practices with exam performance while controlling for cognitive challenge of exams, students' GPA at start of the term, and students' demographic factors. Small group activities, randomly calling on students or groups to answer questions, explaining alternative answers, and total time students were thinking, working with others or answering questions had positive correlations with exam performance. On exams at higher Bloom's levels, students explaining the reasoning underlying their answers, students working alone, and receiving positive feedback from the instructor also correlated with increased exam performance. Our study is the first to demonstrate a correlation between the intensity or duration of evidence-based PORTAAL practices and student exam performance while controlling for Bloom's level of exams, as well as looking more specifically at which practices correlate with performance on exams at low and high Bloom's levels. This level of detail will provide valuable insights for faculty as they prioritize changes to their teaching. As we found that multiple PORTAAL practices had a positive association with exam performance, it may be encouraging for instructors to realize that there are many ways to benefit students' learning by incorporating these evidence-based teaching practices.
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Registered trials
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