Despite a large number of published studies on high-impact teaching practices (HIP), there is little consistency in design or measurable outcomes and few quantitative studies, which leads to a lack of information on how specific HIPs improve learning outcomes. Therefore, the research questions for this study are a) does the same HIP have similar results across sections and, b) does a HIP in one section result in a different learning outcome than in another section that does not have a HIP? The hypothesis for the first question is there is no difference in student comprehension between sections when all sections have the same HIP. The hypothesis for the second question is there will be a difference in student comprehension between sections, with students exhibiting greater comprehension in the section with the HIP. For several years we have been using a variety of HIPs in our classes without measuring their impact. This is a preliminary study designed to measure the impact of HIPs on two different sections of Human Anatomy and Physiology II, taught by the same professor. The design of the study is as follows: [Formula: see text] We will analyze our data for two attributes, average and variability of pre-tests and post-tests. For the first attribute, we will study mean distribution. T-test analysis of the mean will be used to measure differences between sections for the pre-test and each post-test. Similarly, T-test analysis of the means will be used within each section to analyze differences between the pre-test and each post-test. For the second attribute, we will use F-test analysis of variance. Tests of normality of grade distribution for three assignments or tests in two sections of a typical biology class were conducted. Our analyses showed that all skewness and kurtosis values were between -2 to 2, and the median and mean were very close. Thus, it is reasonable to assume that the data are from normally distributed populations. Therefore, the approach we have outlined to measure HIP impact is appropriate for our classes. The results from this preliminary study will be used to identify specific HIPs that result in higher learning outcomes and will assist us in refining our pedagogical approach. Funding was provided by Lincoln University's Offce of Title III; Award #P031E200019-HBCU Title III, Part F Program. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.
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