ArticlePloS one2022
Examining lecture and inquiry-based laboratory performance for language minority students in science gateway courses.
Article in PloS one, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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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
1 citing paper in PubMed.
- A latent class analysis of cultural wealth: insights into academic success in introductory biology at a Hispanic-serving institution.Journal of microbiology & biology education · 2025Article
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Authors and funding
4 authors.
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Abstract
This study examined the effectiveness of lectures and inquiry-based instruction in supporting learning for language minority (LM) students in science gateway courses at a large public research university. Utilizing institutional data from 6,911 students across nine years, we fitted cross-lagged panel designs to model associations between lecture courses and inquiry-based laboratory courses for both LM and non-LM students in two-course sequences of introductory college Physics and Chemistry. We found that initial performance in lectures and laboratory sessions can be a predictor of subsequent course performance across disciplines and independent of LM status. Notably, while LM students performed worse in the initial lecture course, LM status resulted in neither worse performance in inquiry-based laboratory courses nor in worse performance in subsequent courses in the science gateway course sequence. Thus, this study suggests that interventions intended to support LM students in college science should target the initial courses in the corresponding science gateway course sequences.
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