Student Engagement in Large Classroom: the Effect on Grades, Attendance and Student Experiences in an Undergraduate Biology Course

Abstract

Especially, during the first year in university, absenteeism can have detrimental effects on grades and social integration of the student in the university community. According to pedagogical literature, altering teaching methods from lecturing toward engaging teaching, which applies various active teaching methods in the university classroom, can enhance learning, student participation, decrease absenteeism, and improve critical thinking and problem solving skills. In this research study, I used active learning and engaging teaching to prevent absenteeism in an attempt to improve grades, and to enhance interest in Biology among students in large first-year Introductory Biology classes. Results show that students were less absent from the class that used engaging teaching methods (Engaging Class) compared to classes that were taught by traditional lecturing without class engagement (Lecture Class). Also, the concept inventory test showed a significant increase in post-test quiz grades in the Engaging Class compared to the Lecture Class at the end of the semester. The student CLASSE survey indicated more interaction between faculty and students in the section that was taught using engaging methods. According to student focus group interviews, students in the Engaging Class appreciated the class activities and reported benefits for learning.