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Title: Preliminary outcomes from a learning community to increase biology course knowledge
The purpose of this study was to evaluate the preliminary outcomes of a learning community intervention (LC), which was based on the performance pyramid theoretical model of student supports. The LC integrated college algebra into biology course work. We used a quasi-experimental design to compare LC students to separate General Biology I and College Algebra course control groups on respective measures of biology and algebra course knowledge, and an assessment of perceived performance pyramid supports. Participants included 198 students (LC, n = 22; biology control, n = 52; mathematics control, n = 124) at a Historically Black University in the Southern United States. An analysis of covariance (ANCOVA) indicated that the LC students had significantly greater performance from pre- to post-test on a measure of biology course knowledge (Cohen’s d = 0.76) compared to the biology control group. An ANCOVA indicated that the LC and mathematics control students performed similarly on a measure of algebra course knowledge. Group differences from a multivariate analysis of covariance on perceived performance pyramid supports were mostly statistically non-significant. Overall, the LC increased biology course performance. Implications for improving biology course performance and better assessment of students’ perceptions of support for academic success are discussed.  more » « less
Award ID(s):
1719262
PAR ID:
10223426
Author(s) / Creator(s):
; ;
Date Published:
Journal Name:
Journal of Biological Education
Volume:
55
Issue:
1
ISSN:
0021-9266
Page Range / eLocation ID:
1 to 15
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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