Enhancing Student Interest in Geology Effectiveness of the “Coursette” Approach vs. Conventional Lecture-Lab Instruction

Abstract

In an effort to increase student interest in geology at the introductory level, a “coursette” model of instruction has been designed and tested at the University of South Carolina. Under the model, students select a sequence of geologic topics presented in the form of one-two week minicourses offered three or more at a time. Geologic interest levels of students, as assessed by a locally designed questionnaire, were measured at the beginning and the end of the Spring, 1978 semester for two groups: 95 students enrolled in sections taught under the “coursette” format (experimentals), and 265 students enrolled in sections taught by different instructors under a conventional lecturelab approach (controls). Results of an analysis of covariance indicate that when post-test scores are adjusted for pretest scores, students in the experimental group had significantly higher scores on the interest questionnaire than those in the control group. Control group students showed no significant change in scores from pretes...