Pedagogy Affects Final Student Learning Outcomes For Non‐Majors Science Courses

Abstract

It has been demonstrated that context is critical for meaning making and that understanding is enhanced with authentic, interactive problem‐solving opportunities. Learning theory and evidence of student learning assert that student learning outcomes in undergraduate courses should be in part predicted by years of college study. Undergraduates enrolling in introductory non‐majors biology courses come from all class levels as well as diverse academic majors. Do different class levels and academic majors predict learning outcomes in non‐majors biology courses and are these differences associated with pedagogy? This study examined final grade outcomes by class level and other relevant student demographic factors in two introductory non‐major biology courses with similar course content focus, yet different pedagogical approaches. Students randomly enrolled in either a traditional lecture course (content‐centered, CC) or a highly interactive team and case based course (student‐centered, SC). Results showed an effect of class level and academic major on final grade outcome in the CC learning environment but not in the SC learning environment. Student attitudes towards team and case based learning can partially explain student performance in the SC course. The implications of this study for the structuring of courses and curricula and evidence‐based teaching practice will be discussed.