Comparison of Student's retention of core concepts in Traditional, Hybrid and Writing-Intensive Allied Health Microbiology and Infection Control Courses

Abstract


 
 
 The purpose of this study was to probe best course modality for the student population of a community college taking the Microbiology and Infection Control Courses. Students’ retention of knowledge base was compared in Traditional, Hybrid and Writing-Intensive Microbiology and Infectious Disease Control courses. Students' final grades achieved in the course and withdrawal rates were used to evaluate the comprehension of knowledge and students' overall performance. Additionally, students’ scores for a specific set of twenty five questions in the final lecture exam were utilized as part of the embedded assessment for retention of knowledge base, and general education proficiencies were also compared. All courses used in this study were taught by the same instructor, the difference being the lecture delivery mode. Students in all courses were provided with the same lecture notes via Blackboard. For the Traditional and Writing-Intensive (WI) courses, there were weekly in-class lectures with duration of three hours each; however, there were no in-class lectures for Hybrid courses and face to face component was three hour/week Lab session. WI students were required to do formal and informal writing assignments based on the core topics, though Lab components were exactly same for students in all courses modalities in this study. Data analysis revealed that students in Traditional courses performed much better in most aspects measured in this study, as compared to students in Hybrid and Writing-Intensive courses. Withdrawal rates were same in Hybrid and WI courses, but higher than Traditional courses. The number of students who received an overall F grade was highest in the WI courses. In terms of correct responses to embedded assessment questions, the difference was significantly higher for students in WI courses as compared to Traditional.