Undergraduate Classes Research Articles

A Comparative Study on Traditional and Case Based Teaching Learning Methods and Its Impact on Academic Performance Among First Year Medical Students

Background: The goal of medical education is to develop skilled practitioners who are attuned to the health issues faced by the community. Although lectures are commonly employed to impart new information, a drawback is that the audience tends to be passive and may thus become disengaged. Learning is made up of various interconnected components and involves complex mental processes like problem-solving and analytical thinking. The goal of using structured methods and organized resources is to equip students with effective learning tools. This enables them to gain a deep understanding of cognitive processes and develop the relevant skills needed for their careers. Case-Based Learning (CBL) involves examining a health issue presented by a patient, analysing and understanding pertinent details from past cases, systematically exploring and evaluating the situation, and planning the appropriate management for the patient. Materials and methods: The present study was cross sectional case control study conducted in the department of anatomy, Sri Siddhartha Medical College, Tumkur, Karnataka, India. Results: A total of 192 first year MBBS students participated in the first session of the study and 172 first year MBBS students participated in the second session of the study. The pre-test and post-test total scores of first and second session shows that students have performed better in CBL group when compared to the traditional lecture method of teaching. In the Critical Thinking Exercise scores of session -1 and 2, CBL group was found to be higher when compared to the traditional lecture group which was statistically significant. Comparison of means of internal assessments scores of CBL and Traditional lecture groups showed that the mean internal assessments score of CBL group was higher compared to Traditional lecture group which was statistically significant. Conclusion: Incorporating case-based learning (CBL) into our medical curriculum as a regular teaching method for large group settings should be considered. The integration of didactic lectures with CBL proves to be an effective educational approach. Positive feedback from both students and faculty suggests that CBL has been successfully introduced in departments like anatomy. However, further research is needed to evaluate how well students learn, understand, and retain the course content to fully support the implementation of this method in large undergraduate classes. KEY WORDS: Case-based learning, Traditional teaching learning methods, Critical thinking.

Development of an Equity, Diversity, and Inclusion Curriculum Initiative for Undergraduate STEM Students

Equity, diversity, and inclusion (EDI) gaps persist in science, technology, engineering, and math (STEM) fields, as demonstrated by the discrimination, stereotyping, and inequities that historically and persistently marginalized groups face. Recognition of this gap led a transdisciplinary team to develop foundational-level e-learning modules, titled Foundations for Inclusive and Respectful Engagement (FIRE) on EDI capacities to be delivered in STEM undergraduate classes at the University of British Columbia’s Okanagan campus. FIRE consists of online, asynchronous, self-study modules delivered through the learning management system, Canvas. Feedback from pilot testing the FIRE modules has demonstrated that STEM students find the modules to be relevant and beneficial. Throughout the development of FIRE, we learned the importance of aligning the course with our institution’s values, working in a transdisciplinary team, and revising iteratively. This documentation of the development and preliminary feasibility of the FIRE modules aims to assist other institutions or organizations who are in the process of developing their own EDI teaching and learning materials.

Applying Beer's Law in the undergraduate cell biology laboratory: examining the mathematical relationship between optical density, cell concentration, and cell size using budding yeast.

Undergraduate students majoring in the life sciences benefit from experience with data analyses that connect mathematical calculations to the biological systems they are studying. Monitoring the optical density and cell number of Saccharomyces cerevisiae liquid cultures allows students to gain quantitative experience generating standard curves and trendlines that capture the relationship between optical density and cell concentration for a given S. cerevisiae strain. Data comparisons across multiple strains can yield insights into the biophysical properties of cells that drive light absorbance and scattering. In this Tips and Tools article, we share a laboratory module that allows students to experience cell biology tools, laboratory measurements, and data analysis to determine the mathematical relationship between optical density and cell concentration in liquid microbial cultures. This module could be integrated into undergraduate classes ranging from general biology to upper-level cell biology or microbiology and can be a starting point for more complex investigations of microbial growth.

Using Self-generated Drawings to Facilitate Reading Comprehension in an Undergraduate EFL Class

This study sought to explore the power of self-generated drawing to improve reading comprehension of English language learners in a university setting. Fourteen undergraduate students, divided into control and experimental groups, read a chapter from a graded reader. The experimental group was instructed to construct self-generated drawings as they read to help them with comprehension while the control group only read. The students in both groups were given a pretest to determine their familiarity with the story, a posttest to measure reading comprehension, and were asked to write a short summary of the story to determine their reading comprehension. To learn about future use of the strategy, the students in both groups were asked to complete a self-perception survey. The study revealed mixed results: while the learners that drew while reading showed better reading comprehension when writing a summary, when assessed on a reading comprehension test, those who only read did slightly better. These results cannot be compared to studies involving language learners because of the absence of such studies, but experiments carried out in other disciplines with content area learners showed that learners benefit from drawing as they study. The use of self-generated drawings to support reading comprehension or other aspects of language learning shows promise at the theoretical and practical level. Considering the results reported in this study, more research needs to be done to show the benefits of self-generated drawings for English language learners.

A Systematic Review on Active Learning in Dentistry Education in Undergraduate Classrooms

Background: Former assessments of active learning in dental education have not offered a thorough research effort on this topic because of their strong focus on specific active learning strategies. We carried out a systematic review to map the breadth and depth of the literature on active learning strategies in undergraduate dental education. Methods: Following the PRISMA guidelines for systematic review, the studies between January 2005 and October 2022 were included by using the databases of MEDLINE, ERIC, EMBASE, and Scopus. Original research articles in English that underwent peer review were selected. The articles that were not in English language and unrelated were excluded. Before extracting relevant material, two seasoned researchers independently verified the eligibility of whole texts, abstracts, and titles. Risk of Bias was assessed by using the Cochrane Risk of Bias 2.0 tool for RCTs and the Newcastle-Ottawa Scale (NOS) for observational studies. Results were synthesized qualitatively. Results: The review of 93 articles assessed research using three methodologies: learning only, reaction assessment, and response and learning evaluations combined. Most studies used post-intervention evaluations, quantitative techniques, and self-report measures to assess student satisfaction and knowledge gain. Active learning approaches like group discussions, problem-based learning, team-based learning, and flipped learning were most commonly studied. Conclusion: Active learning in undergraduate dentistry classes can enhance learning, but further research is needed to assess its impact on skill development and behavioral change.

Fancy Fliers: Understanding Financial Reporting Pressure

ABSTRACT Fancy Fliers uses a simple and fun activity—making paper airplanes—to create a competitive environment where students feel reporting pressure. Students engage in an interactive group learning activity that helps them appreciate the pressures under which accountants operate in a manufacturing or corporate setting and develop an understanding of what constitutes aggressive accounting. The activity facilitates a meaningful discussion of financial reporting pressure and distinctions between aggressive accounting and fraud. This activity can be used in undergraduate or graduate accounting classes and is designed as an in-class group project.

Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices

Abstract Teacher cognition shapes teachers’ pedagogical decision-making and influences their teaching practices, including grammar instruction, even when their cognition and practices might be inconsistent. This study explores English language teachers’ cognition regarding grammar instruction and analyses (in)consistencies in teacher cognition and classroom practices. The study employed a structured questionnaire administered to over 210 teachers teaching English language to undergraduate classes at various universities in Pakistan. The results of the questionnaire were analysed using descriptive and inferential statistical analyses. The findings reveal that, despite using focus on forms (FonFs) instruction, teachers support focus on meaning (FonM) instruction, but consider focus on form (FonF) as the most suitable choice for language teaching. Moreover, the content and materials used by teachers reveal their actual classroom practices which tend to favour FonFs instruction, conflicting with their beliefs. This misalignment also indicates teachers’ insufficient knowledge of L2 learning theories and the intricate nature of their grammar cognition. The study implies the need for research on mediating factors in teacher cognition-practice and training programs promoting L2 theory and practical strategies.

“D-III students deserve better”: strategic communication with college stakeholders

Research methodology This case is based solely on secondary, publicly available information. Sources include the X social media platform, Anna Maria College’s (AMC) website and the Massachusetts-based Spectrum News. Case overview/synopsis AMC administrators knew student-athletes held a stake in the institution’s success. After all, over 40% of the College’s students played on its 13 Division-III (D-III) teams, which meant a significant portion of the private institution’s tuition and student fees were paid by student-athletes. But student-athletes were not AMC’s only stakeholders. In Spring 2024, this came to a head when the College found itself intervening as a faculty member and his student-athletes struggled to communicate with one another. AMC administrators were left wondering: How should they reconcile the competing needs of their diverse stakeholder groups? Complexity academic level This case and its accompanying teaching note are appropriate for lower-level undergraduate organizational communications classes that explore how stakeholder theory can drive messaging development. The case was tested in the classroom with upper-level undergraduate students in a strategic managerial communication course. It was embedded in a unit that focused on stakeholder management and communication, and it should be a prerequisite to a unit in which students build on the case’s content to develop full, multi-touch communication campaigns.

Exploring ChatGPT-supported teacher feedback in the EFL context

This study investigates ChatGPT-supported teacher feedback in the Chinese tertiary EFL context and explores an innovative AI-aided writing pedagogy by integrating ChatGPT into teacher writing feedback provisions to alleviate the challenges of teacher feedback in a large class, which were reported in previous research. The participants of this study were four instructors and 102 students from two undergraduate classes in the world language education program. The students completed two writing tasks: an argumentative essay and an expository essay; then, the instructors provided detailed feedback on their essays based on the ChatGPT feedback. Two prompts were provided to ChatGPT after the training: 1) corrective feedback drawing on Ferris's (2006)15 types of common errors and 2) holistic rhetorical feedback. Afterwards, the teachers adapted the ChatGPT feedback and shared the detailed individualized writing feedback with each student. We closely examined the types and features of ChatGPT-supported teacher feedback and how EFL students incorporated this feedback into their writing revisions. The findings indicate that the ChatGPT-supported teacher feedback addressed diverse error categories and included helpful comments on the overall rhetoric. Moreover, the students incorporated more of the feedback into their revisions across tasks, which reflects their deeper engagement with the feedback content. This study notes the importance of an “AI + Teacher” model that leverages the analytical strengths of AI while maintaining essential teacher‒student interactions. This new approach of ChatGPT-supported teacher feedback has great potential in L2 writing feedback provision and will shed novel light on the writing pedagogy with the aid of AI in the digital era.

Innovative integration of the “W + Flipped Classroom” and “B + BOPPPS” teaching models for enhanced learning outcomes

BackgroundWith the demand for more effective and engaging teaching strategies in higher education, there is an imperative to blend traditional and innovative methods to optimize student learning outcomes. To address this educational need, this study sets out to design and evaluate a hybrid learning approach that integrates a flipped classroom based on working process systematization (termed “W + flipped classroom”) teaching design with blended online and offline methods based on the BOPPPS (bridge-in, objective/outcome, preassessment, participatory learning, post assessment, summary, termed “B + BOPPPS”) teaching model and explore its application effects in the field of biological separation engineering.MethodsThe undergraduate class of 2020 majoring in biomedical engineering from Huanghuai University was designated the control group (n = 74), while the undergraduate class of 2021 was chosen as the experimental group (n = 79). The control group received traditional teaching methods. The experimental group adopted the integrated “W + flipped classroom” and B + BOPPPS teaching models. After the conclusion of the teaching period, comparisons were made between the two groups in terms of course objective achievement, academic performance, and critical thinking skills. A survey was distributed to assess learning effectiveness. Semistructured interviews were conducted with teachers and students from the experimental group to evaluate teaching effectiveness.ResultsThe integrated “W + flipped classroom” and B + BOPPPS teaching models significantly improved the academic performance and critical thinking skills of the experimental group. The teaching evaluation revealed high levels of acceptance among both teachers and students, along with improved satisfaction with the teaching methodology.ConclusionThe integration of the “W + flipped classroom” teaching design with the “B + BOPPPS” teaching model provides a scientific foundation for future teaching reforms. This study serves as a valuable reference for implementing the OBE philosophy, enhancing learning outcomes, achieving engineering education accreditation, and cultivating high-quality applied talents in the field of bioengineering at applied universities.

Optogenetic control of Drosophila neurons: a laboratory practical for undergraduates and outreach.

Teaching aspects of neuroscience to large undergraduate classes can be difficult in terms of the cost of equipment involved such as microscopes and electrophysiology equipment, the time taken to master techniques such as dissection or intracellular recording, and ethical concerns when using vertebrates. Here, I describe a practical that uses behavioral readouts and optogenetics on Drosophila that can be implemented with minimal cost as well as reduced ethical concerns and uses mostly observational techniques. The practical can be used to teach aspects of genetics and the tools for manipulating neuronal activity for ascribing neuronal function. The practical can be customized to fit different undergraduate levels and learning objectives.

A Controlled Experiment Testing the Effect of Unconditional 100% Exam Scores on Long-Term Retention

Ungrading is the practice of removing traditional grading systems, often based on the belief that grades do not adequately reflect student knowledge or that they undermine deeper learning. The value of ungrading, particularly considering major assignments like exams, is supported mostly by theoretical scholarship and qualitative studies. This article describes a controlled experiment testing whether it is detrimental to give students an unconditional 100% on a test, in terms of future performance on that same test. These experiments took place over three semesters, at two universities, in two different undergraduate classes (neuroscience and psychology), including a total of 409 students. Results were mixed: during the first two semesters, when comparing students who were originally graded to those who were not, there was no difference in performance on that same test 2-3 months later. However, in the final semester, students who were traditionally graded scored 4-5% better on the same test one week to six weeks later. Consequently, this data supports the broader testing of diverse grading practices, including transcripts that do not contain grades.

Undergraduate Students Develop Questioning, Creativity, and Collaboration Skills by Using the Question Formulation Technique

Asking questions can be one of the most difficult, yet important, steps in driving student inquiry. As post-secondary instructors work to integrate inquiry into classrooms, very few concrete strategies exist for developing and promoting student questioning. The Question Formulation Technique (QFT) is a structured process used widely in K-12 settings that guides students through generating, evaluating, and reflecting on questions. In these contexts, the QFT has been shown to develop important skills, including building creative capacity (divergent and convergent thinking), metacognition, and collaborative teamwork. While we have used QFT in many contexts with undergraduate students, there is very limited evidence of effectiveness and impact beyond K-12. In this study, we explored how students collaboratively developed questions using the Question Formulation Technique (QFT) in an undergraduate upper-division biology class. We documented and explored themes in question generation and collected student group reflections on their experiences. We show that undergraduate students are productive in generating questions using QFT, and asking questions broadly across the course themes, with the number of questions increasing by the end of the term. Students enjoyed the QFT process, were excited by the questions generated, and found the collaborative brainstorming effective. We also reflect on our experiences and provide ideas for other ways QFT can be incorporated into courses to support undergraduate inquiry and research. We found that QFT helps biology undergraduate students ask their own questions and use inquiry to explore concepts creatively and collaboratively.

Applying Latin American Cultural and Literary Studies to Diversity Management Education

In today’s business environment, where Diversity, Equity, Inclusion, and Belonging (DEI&B) efforts are more prominent than ever, organizational leaders must be equipped to address complex interpersonal issues. In this exercise, we present an experiential exercise that provides a framework for addressing complex interpersonal issues in the workplace. The exercise utilizes some of the tenets of testimonio, a theory grounded in Latin American cultural and literary studies to guide the discussion of mini-cases. This exercise guides students through the understanding of interpersonal workplace scenarios, taking into account the experiences of employees from both social and legal perspectives, and developing multiple solutions while anticipating the consequences of those solutions. This exercise was developed with in-person graduate or undergraduate classes in mind.

The Journal Club Module: A Co-Learning Tactic for Demystifying Academic Research and Building Classroom Culture in Undergraduate Courses

This project uses the lenses of co-learning and a pedagogy of vulnerability to assess the effectiveness of ‘the Journal Club Module,’ a tactic to increase critical thinking, build classroom culture, improve student research skill development, and model lifelong learning in undergraduate classes. In the Journal Club Module, instructors assign recent articles that they have not yet read, and then the students and instructors read the articles for the first time together in preparation for each class. Leveraging survey data and written self-reflections of undergraduate students in an upper-division Judicial Politics course, this project finds that the Journal Club Module is associated with improvements in critical engagement with assigned readings, the authenticity of classroom culture, and comfort with academic research.

Artificial intelligence and computer-mediated communication: the text analysis and undergrad’s class observation

The term “computer-mediated communication” (CMC) describes the transmission of messages and information using computer technology. With the extensive use of email, instant messaging, social media, and other digital platforms in Nepal in recent years, this style of communication has grown in popularity. The article examines how computer-mediated communication (CMC) and artificial intelligence (AI) have grown in significance in Nepal’s undergrad English education. This article allows students to collaborate on projects and tasks, which improves their learning experience, by examining the potential of AI and CMC. The facts of Nepal’s education have been examined using the four different basic literature reviews. Despite the need for further literature on artificial intelligence and computer-mediated communication in Nepal’s English classes for undergrads between 2018 and 2023, the studies reviewed shed light on the possibilities of technology and AI in language acquisition. Undergraduate class observation, self-administered text analysis, social information processing theory and experimental research, which involves adjusting variables to see how they affect learning results, were used to gather data. The study’s findings also demonstrate how using CMC platforms encourages students to practice their digital literacy. They gain knowledge on how to move through online spaces, efficiently communicate with a variety of digital tools, and assess the reliability of information sources. Students can communicate with their teachers outside of the classroom via video conferencing software and online discussion boards. This may result in more in-depth discussions and debates as well as greater student engagement.

Engaging, observing, and reflecting: Utilizing the leadership learning framework as an instructional tool.

This article highlights data collected using the leadership learning framework as learning content for an undergraduate class and a reflective tool for students to self-identify ways leadership learning occurred. In this research study, 32 undergraduate students self-identified what aspects of the leadership framework were the most salient for their personal leadership learning journey. Although all six aspects of the leadership learning framework were named, this article focuses on the three aspects that five or more respondents identified as most influential in their learning. These aspects include leadership metacognition, leadership observation, and leadership development.

Trends and Predictors of Students’ Academic Performances by Levels of Study in University of Health and Allied Sciences in Ghana: A Longitudinal Surveillance Study Among a Cohort of 2020 Graduating Class of Undergraduates at the School of Allied Health Sciences in Ho North Campus

Background: Ascertainment of trends and predictors of academic performances among Allied Health students is critical to United Nation’s Sustainable Development Goals 3, 4 and 8. This article assesses the dynamics and academic risk factors associated with students’ performances at the University of Health and Allied Sciences (UHAS), Ghana. Method: This is a longitudinal cohort study, designed to evaluate retrospectively, the academic records of 180 students of the 2020 graduating class of undergraduates in the School of Allied Health Sciences. The published grades of each student from levels 100 to 400 were collated using a data extraction log that was quality controlled, double-entered and statistically analysed using Microsoft Visual Basic and STATA platforms respectively. The trends and predictors of academic performances by levels were determined using the Cochrane-Armitage test for trends and the Cochran-Martin-Haenszel test for association respectively. Results: The mean rates of scoring grades ‘A’, ‘B+’, ‘B’, ‘C’, ‘D’ and ‘E/F’ among this cohort were 22.2%, 21.2%, 23.3%, 25.8%, 7.9% and 0.5% respectively. The inter-variations in a proportion of grades within the levels were statistically significant (p<0.01). However, the intra-variations in proportional distribution of grades trended insignificantly across the levels (p>0.05). Although, the Spearman’s coefficient depicted a strong negative correlation between grade ‘A’ and levels (r= -0.9); the associations were only between grade ‘A’ and level 200s (OR=1.9; CI: 1.05-1. 33, p<0.001) and between grade ‘A’ and level 300 (OR=1.4;(CI: 1.25-1.59), p<0.001). Conclusion: The cumulative proportion of 43.4% students scoring grade ‘A’ and ‘B +’ reflected above average performances in SAHS. However the distribution of grades on Gaussian curve deviates the Central Limit Theorem. In addition, the observed negative correlation between trends of grade ‘A’ from lower (100) to high (400) levels of studies deviates Bloom’s and SOLO Taxonomies, and Trans-Theoretical Model (TTM) of assessing students’ learning progression. These phenomena have Quality Assurance, Academic Policy and Research implications. Therefore, the use of modify (hybrid) grading System is strongly recommended in SAHS. Also, we strongly recommend an extended study to determine factors that affect the poor performances of levels 100 and 400 students in SAHS.

Teaching Critical Thinking With Argument Mapping

Critical thinking is the cornerstone of any undergraduate education. One technique for helping students develop critical thinking skills is argument mapping. Argument mapping involves diagraming the arguments for and against a proposition. The map also includes each piece of evidence used to support these arguments. Argument mapping can help students avoid confirmation bias by bringing attention to arguments and evidence which may run counter to their prior beliefs. It also prompts consideration of the strength of arguments and the quality of evidence. We describe how argument mapping can be incorporated in an undergraduate class and then present an example of a classroom exercise. The exercise involves mapping the arguments in a speech by American Secretary of State Colin Powell justifying the use of military force in Iraq before the United Nations Security Council in February 2013.

Where the Rubber Meets the Road: Balancing Pedagogy and Partnerships in an Undergraduate Community-Based Research Class

Community-based research (CBR) as a form of community-engaged learning (CEL) offers students valuable sociological practice and learning experiences. Although CEL strategies are well documented for enhancing students’ sociological imagination, gaps persist in the literature regarding the impact on community partners. This article addresses the challenges and opportunities inherent in CEL, emphasizing the need for a balanced approach that enhances student learning while maintaining meaningful community partnerships. Through a case study of an undergraduate CBR class, this article highlights the instructor’s role in building authentic community-academic relationships, providing a blueprint for designing high-impact pedagogical practices with real-world applications. Employing qualitative interviews focused on students’ and community partners’ experiences, the study probes power dynamics, potential inequalities, and time-intensive aspects. It introduces an instructor-anchored partnership model incorporating team-based learning, addressing these complexities and presenting a framework for effective community-based learning in sociological education.