Apr 2, 2020

Effectiveness of active learning for ecology teaching: the perspective of students vs their grades

BioRxiv : the Preprint Server for Biology
Carlos Frankl SperberB. Wiggins

Abstract

We evaluated the effectiveness of active learning for ecology teaching in a Brazilianuniversity by comparing the perspective of students to their grades in exams. Weestimated the perspective of the students through anonymous survey; we used students'exam grades to estimate their ecology learning, and their effort and performance in theactive learning tasks through their grades and proportion of intermediate steps for eachactive learning task. Active learning involved teachers' stimuli for students' activeinvolvement, extra-class group task, individual online writing assessments, redoing examin pairs, and classroom writing group assessments. We also evaluated the impact, untothe effectiveness of active learning, of several student characteristics, such as sex, age,individual study effort, and previous basic knowledge. We found that self-evaluated learning increased linearly with teachers' attempts to stimulate students' activeinvolvement (P = 0.0003), extra-class group task (P = 0.0003), and previous basicknowledge (P = 0.02), while students' grades increased asymptotically with extra-classgroup task (P < 2-16), and increased linearly with online writing assessments(P = 9.3-8) and classroom-based writing group assessments (P = 0...Continue Reading

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Mentioned in this Paper

Study
Biochemical Pathway
Small Nuclear RNA
Cross-talk
Genes
Phylogenetic Analysis
Aging
Analysis
RNA

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