Increased Pre-Lecture Reading and Greater Attendance at a Community College Gateway Science Course
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| Title: | Increased Pre-Lecture Reading and Greater Attendance at a Community College Gateway Science Course |
|---|---|
| Language: | English |
| Authors: | Daniel Gertner, Allie Brashears, Na Xu, Holly Porter-Morgan |
| Source: | Journal of College Science Teaching. 2024 53(6):554-562. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Community College Students, STEM Education, Biology, Science Instruction, Introductory Courses, Cognitive Processes, Difficulty Level, Attendance, Content Area Reading, Homework, Pretesting, Program Effectiveness, Scientific Literacy, College Science |
| Geographic Terms: | New York (New York) |
| DOI: | 10.1080/0047231X.2024.2390304 |
| ISSN: | 0047-231X 1943-4898 |
| Abstract: | Gateway science courses are an ongoing obstacle to recruitment into STEM fields (Science, Technology, Engineering, and Mathematics). Students come into courses that have a high cognitive load, which makes success in the course challenging. Instructional design can be used to reduce cognitive load. The findings demonstrate that leveraging pre- and post-lecture quizzes has the capacity to reduce cognitive load. Over three semesters, assessed 164 students were assessed while taking SCB201 (General Biology I). Students in the participant and control groups were given surveys to gauge the experiment's effectiveness. These surveys were given at the beginning, midterm, and end of the semester. The surveys collected student feedback concerning attendance habits, reading for knowledge, and course difficulty each semester. The participant group findings showed favorable increases in attendance and reading for knowledge. Additionally, students in the participant group found the quizzes helped them to better understand core concepts as the semester progressed. It was determined that these quizzes helped focus learning by causing a decrease in cognitive load for students. This methodology has universal application to any type of course needing to reduce cognitive load. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445175 |
| Database: | ERIC |
| Abstract: | Gateway science courses are an ongoing obstacle to recruitment into STEM fields (Science, Technology, Engineering, and Mathematics). Students come into courses that have a high cognitive load, which makes success in the course challenging. Instructional design can be used to reduce cognitive load. The findings demonstrate that leveraging pre- and post-lecture quizzes has the capacity to reduce cognitive load. Over three semesters, assessed 164 students were assessed while taking SCB201 (General Biology I). Students in the participant and control groups were given surveys to gauge the experiment's effectiveness. These surveys were given at the beginning, midterm, and end of the semester. The surveys collected student feedback concerning attendance habits, reading for knowledge, and course difficulty each semester. The participant group findings showed favorable increases in attendance and reading for knowledge. Additionally, students in the participant group found the quizzes helped them to better understand core concepts as the semester progressed. It was determined that these quizzes helped focus learning by causing a decrease in cognitive load for students. This methodology has universal application to any type of course needing to reduce cognitive load. |
|---|---|
| ISSN: | 0047-231X 1943-4898 |
| DOI: | 10.1080/0047231X.2024.2390304 |
