Undergraduate Science Students Research Articles

What’s cost got to do with it? Cost belief trajectories of undergraduate computer science students

Students want to learn computer science due to its usefulness for future careers, however they often meet challenges in introductory courses. In the increasingly digital world, it is important to understand some important psychological consequences of such challenges: perceived costs of pursuing computer science. This study thus investigated semester-long trajectories of four cost perceptions (effort, opportunity, psychological, and emotional) and their relations to achievement, major intentions, and career intentions (N = 831). All cost beliefs showed average increases, although with nuanced differences in levels and slopes, and the four costs differentially predicted student outcomes. Interestingly, the intercept of psychological cost negatively predicted final course grades while positively predicting major and career intentions. Women reported steeper increases in cost perceptions compared to men. The findings highlight the differential functioning of cost perceptions, with implications for the importance of targeting different aspects of cost perceptions to mitigate students’ barriers to success in computer science.

Undergraduate mentorship in science: A qualitative synthesis

ABSTRACT Mentoring is a common practice in higher education institutions and scientific fields. Undergraduates approach faculty members who are working on topics that match their research interests. We conducted a study to compile a qualitative synthesis of research on the mentorship experience of undergraduate science students with faculty mentors. We used the stages of meta-ethnography to guide our study. Meta-ethnography involves identifying concepts from qualitative studies to translate them into a line of argument. We screened 2,888 titles and abstracts, 71 full texts, and included 13 studies in the synthesis. We identified and organized nine conceptual categories into two themes: student success and engagement, and barriers to student progression. The findings show that faculty mentorship is key to supporting student retention and increasing the scientific pipeline.

Evaluation of female university students’ knowledge, attitudes, and practices toward human papillomavirus infection and vaccination. Multicenter cross-sectional study

IntroductionHaving good knowledge and a favorable attitude toward human papillomavirus (HPV) and HPV vaccinations is the cornerstone for increasing the use of HPV vaccinations and preventing cervical cancer. The objective of this study was to evaluate the level of knowledge, attitudes, and practices regarding HPV and HPV vaccinations, as well as to identify associated factors among female undergraduate health science students at both the University of Gondar (UoG) and Bahir Dar University (BDU), Amhara, Ethiopia.MethodsInstitutional-based multicenter descriptive cross-sectional study was conducted from June 1, 2023, to July 30, 2023. A multistage sampling technique was used to select 633 female undergraduate health science students, and data were collected using a structured, self-administered questionnaire. The data were coded, entered in Epi-data, and exported to SPSS for analysis. Variables with a P-value < 0.25 in the bivariate analysis were inserted in a multivariate logistic regression model, and those with a P-value of < 0.05 in the multivariate binary logistic regression were considered statistically significant factors for knowledge, attitude, and practice regarding HPV and vaccine against it.ResultsThe study included 600 participants with a mean age of 20.8 ± 0.75 years. Using Bloom’s cutoff points for the KAP study, among the participants, 436 (72.7%) had good knowledge about HPV, whereas 315 (52.5%) had good knowledge about HPV vaccinations. More than half of the participants, 359 (59.8%) heard about HPV vaccinations in Ethiopia. More than half of the participants, 342 (57%) had favorable attitudes toward HPV vaccinations. Only 261 (43.5%) participants believed the HPV vaccine was safe and effective. All participants had never been tested for HPV, and 471 (78.5%) refused to have their samples for regular HPV testing. The factors like ages between 21 and 23 years (AOR, 2.12, 95% CI: 1.22–3.09) and favorable attitudes toward HPV vaccinations (AOR: 1.88; 95%, CI: 1.15–3.41) were associated with the participant’s knowledge about HPV vaccinations. Having good knowledge about the virus (AOR: 1.92; 95%, CI: 1.11–5.88) and its vaccine (AOR:1.60; 95%CI: 1.07–2.47) were factors associated with the attitude of the participants about HPV vaccinations. Additionally, HPV vaccination practice was significantly associated with the attitude of the participants toward HPV vaccinations (AOR: 1.85; 95%CI: 1.15–3.45), knowledge about HPV (AOR: 1.18; 95%CI: 0.55–5.50), and HPV vaccinations (AOR: 1.85; 95%CI: 1.08–2.44).ConclusionThis study revealed that half of the students had good knowledge and a favorable attitude toward HPV vaccinations, but there was poor HPV vaccination practice. There is still a need for continued health education, training, and counseling services for students to strengthen HPV vaccination practices, improve students’ attitudes and knowledge about the benefits of vaccination, and improve counseling abilities against HPV-induced cancer.

Necessary and sufficient conditions for social science undergraduates’ academic success in English medium instruction settings: a crisp set qualitative comparative analysis

ABSTRACT Previous research has examined the impact of various factors on the academic success of undergraduate students in English Medium Instruction (EMI) environments, with the aim of improving students’ academic outcomes. However, clarity regarding the necessity and sufficiency of these factors for EMI academic success remains elusive, limiting a comprehensive understanding of this phenomenon. This study used crisp-set Qualitative Comparative Analysis (csQCA) to analyse data from 16 empirical studies that investigated factors influencing the academic success of social science undergraduate students in EMI settings, using the EMI Academic Success (EMIAS) model. The findings revealed that English language proficiency emerged as a necessary and sufficient condition for EMI academic success, while students’ characteristics appeared to be a sufficient but not necessary condition. In addition, three causal configurations leading to EMI academic success were identified among four condition variables – English language proficiency, students’ characteristics, educational background, and English language support. This study contributes to a deeper understanding of the determinants of EMI academic success and highlights the importance of students’ English language proficiency and their characteristics in the context of EMI.

Implementation and insights from the MedXMentor structured mentorship program for undergraduate health science students at Mbarara University, Uganda

BackgroundMentorship is essential for education and career development in health-related fields, yet Sub-Saharan African universities often lack structured programs. To address this, the MedXMentor program was established at Mbarara University of Science and Technology (MUST) to provide structured mentorship to undergraduate health sciences students in Uganda. This paper outlines insights gained from implementing the MedXMentor hybrid mentorship program.MethodsUsing a mixed-methods approach, the study employed the Kirkpatrick Model of Evaluation to assess mentees’ reactions, learning, behavior, and goal achievement. Data were collected via Google Form surveys, feedback forms, mentoring logs, and session attendance records. Descriptive statistics and thematic analysis provided a comprehensive understanding of the program’s impact.ResultsThe program served 80 mentees, with 48 participating in one-on-one mentorship and 32 in group sessions. It enlisted 24 mentors, mainly from the medical field. Between April and September 2022, eight online group sessions were held, with an average attendance rate of 52%. These sessions focused on project planning, grant writing, and soft skills development, resulting in improved mentee comprehension and skill acquisition. Mentees reported an enhanced understanding of project planning, grant writing, communication, leadership, and teamwork. Their experiences were categorized into four themes: Mentor Engagement, Goal-Oriented Study, Skills and Professional Development, and High-Yield Mentor–Mentee Engagements.Conclusion and recommendationsImplementing the MedXMentor program proved effective in providing crucial mentorship and equipping students with vital academic and professional skills. The program highlighted its potential to bridge the mentorship gap in low-resource settings. By empowering future healthcare professionals in Africa, MedXMentor exemplifies how mentorship initiatives can drive significant advancements in healthcare education and practice.

Knowledge towards the health impacts of climate change and associated factors among undergraduate health sciences students in Amhara region: a multi-centered study

BackgroundIncreased knowledge about the health impacts of climate change would motivate health students and health professionals to adopt sustainable healthcare practices, design climate-centered health programs, help build climate-resilient health systems, and ultimately contribute to the global effort of mitigating climate change.MethodAn Institution-based cross-sectional study was conducted among Universities in the Amhara region. A total of 616 undergraduate health science students were included from three Universities. A validated, self-administered structured questionnaire was used. Data were analyzed using STATA™ version 14.0. A Logistic regression model was used to identify the factors associated with the health impacts of climate change. A P-value less than 0.05 was considered to be statistically significant.ResultOnly 48.5% (95% CI: 44.6, 52.4) of students had good knowledge regarding the health impacts of climate change. Sex of the student—male (AOR = 1.44, 95% CI: 1.032, 2.023), University (AOR = 0.534, 95% CI: 0.360, 0.792), and Department—comprehensive Nursing, (AOR = 0.264, 95% CI: 0.117, 0.592), Midwifery (AOR = 0.201, 95% CI: 0.085, 0.476), and Medical Laboratory (AOR = 0.151, 95% CI: 0.055, 0.413) were significantly associated factors.ConclusionThe knowledge of the health impacts of climate change among health science students was low. Sex, University, and Department were the associated factors. Hence, undergraduate health science programs should incorporate at least the fundamental details of climate change. Universities should also develop and use a harmonized curriculum.

Perceptions and Aspirations of Undergraduate Computer Science Students Towards Generative AI: A Qualitative Inquiry

This article presents a comprehensive study conducted during the spring semester of 2024, aimed at exploring undergraduate computer science students’ perceptions, awareness, and understanding of generative artificial intelligence (GAI) tools within the context of their Artificial Intelligence (AI) courses. The research methodology employed qualitative techniques, including human-subject research and focus groups, to delve into students’ insights on the evolution of AI as delineated in the seminal textbook by Russell and Norvig. The study-initiated discussions on the historical development of AI, prompting students to reflect on the aspects that intrigued them the most, and to identify which historical concepts and methodologies, perhaps even those not directly covered in their curriculum, piqued their interest. Furthermore, the dialogue encompassed the learning methodologies highlighted in the textbook, seeking students’ feedback on the strategies that have been most effective for mastering complex AI theories and their practical applications. Interdisciplinary applications of AI were also discussed, encouraging students to contemplate AI’s role beyond the realm of computer science and its potential to foster innovative solutions across various fields. Finally, the conversation shifted towards students’ personal goals and aspirations in AI, urging them to consider how their perspectives have evolved in light of technological advancements, societal needs, and ethical considerations. The findings underscore a notable gap in students’ awareness of AI’s history and its current capabilities, indicating a need for educational strategies that not only deepen understanding but also foster a broader appreciation of AI’s potential. This study contributes valuable insights into enhancing AI education and encouraging interdisciplinary innovation among the next generation of computer scientists.

Internet-enabled lab-on-a-chip technology for education

Despite many interventions, science education remains highly inequitable throughout the world. Internet-enabled experimental learning has the potential to reach underserved communities and increase the diversity of the scientific workforce. Here, we demonstrate the use of lab-on-a-chip (LoC) technologies to expose Latinx life science undergraduate students to introductory concepts of computer programming by taking advantage of open-loop cloud-integrated LoCs. We developed a context-aware curriculum to train students at over 8000 km from the experimental site. Through this curriculum, the students completed an assignment testing bacteria contamination in water using LoCs. We showed that this approach was sufficient to reduce the students’ fear of programming and increase their interest in continuing careers with a computer science component. Altogether, we conclude that LoC-based internet-enabled learning can become a powerful tool to train Latinx students and increase the diversity in STEM.

Factors associated with self-reported medical errors among undergraduate health science students in southern Ethiopia

Factors associated with self-reported medical errors among undergraduate health science students in southern Ethiopia

Examining Motivational Attitudes Towards Statistics and Their Relationship to Performance in Life Science Students

A strong foundation of statistics is essential for undergraduates pursuing life science careers, but this foundation is frequently undermined by negative student attitudes towards statistics. This study explored life science students’ motivational attitudes towards statistics, and their relationship to performance, using expectancy-value theory as a guiding framework. According to expectancy-value theory, task-values – interest in a task (intrinsic value), importance of doing well on a task (attainment value), perceptions of the usefulness of a task (utility value), and negative aspects of engaging in a task (cost) - impact achievement outcomes. However, task-values may be better represented by differentiating each into more specific underlying dimensions, or facets. Using 360 undergraduate life science students enrolled in biostatistics courses across two institutions, this study assessed the fit of a task-value facets model for statistics and examined which task-value facets relate to performance on a statistics assessment. Results show that life science students distinguish among facets of attainment value (importance of achievement, personal importance), utility value (school, daily life, social, career/job), and cost (effort, emotional, opportunity) for statistics. Students’ perceptions of the emotional cost of statistics and the importance of achievement in statistics related to their statistics performance. Implications for teaching and research are discussed.

New method for autonomous learning of BLS psychomotor skills: Pillow mannequin: Randomized controlled study

BackgroundEvidence supporting the benefits of autonomous learning of basic life support, such as rapid outcomes and cost-effectiveness, is increasing. Reports supporting the autonomous learning of cognitive skills in basic life support exist. However, there is currently no report supporting the autonomous learning of psychomotor skills in basic life support. AimThis study aimed to assess how using a research-developed pillow-made mannequin affects autonomous learning of psychomotor skills in basic life support training. DesignRandomized controlled trial. SettingThis study was conducted in a nursing school in Turkey. ParticipantsSixty-one (n = 61) third-year formal science undergraduate students. MethodsAt XXX University, 61 nursing students were divided into Intervention (n = 31) and Control Groups (n = 30). Students in both groups received basic life support training, including live demonstrations. Intervention Group students practiced with the mannequin for 15 days. Skill assessments were conducted by two independent evaluators using a real mannequin 15 days later and six months later. Researchers used a checklist to assess psychomotor skills. ResultsThe sociodemographic characteristics of both student groups were similar. There was no significant difference in cognitive knowledge levels after the blended training (p > 0.05). However, at both post-intervention assessments, after 15 days and after 6 months, significant skill differences emerged in “placing the index finger on the ends of the sternum,” “combining the thumbs in the middle,” “defining the lower sternum as a massage point,” “placing the base of the chest” “placing the weaker hand at the massage point,” “placing the body perpendicular to the ribcage,” and “performing 30 compressions.” Cohen's kappa value was calculated as 0.932. ConclusionUse of the mannequin facilitates autonomous learning of psychomotor skills and promotes accurate application. Trial registrationClinicalTrials.gov ID: NCT05346003, 08/02/2022.

Chatbot Technology Use and Acceptance Using Educational Personas

Chatbots are computer programs that mimic human conversation using text or voice or both. Users’ acceptance of chatbots is highly influenced by their persona. Users develop a sense of familiarity with chatbots as they use them, so they become more approachable, and this encourages them to interact with the chatbots more readily by fostering favorable opinions of the technology. In this study, we examine the moderating effects of persona traits on students’ acceptance and use of chatbot technology at higher educational institutions in the UK. We use an Extended Unified Theory of Acceptance and Use of Technology (Extended UTAUT2). Through a self-administrated survey using a questionnaire, data were collected from 431 undergraduate and postgraduate computer science students. This study employed a Likert scale to measure the variables associated with chatbot acceptance. To evaluate the gathered data, Structural Equation Modelling (SEM) coupled with multi-group analysis (MGA) using SmartPLS3 were used. The estimated Cronbach’s alpha highlighted the accuracy and legitimacy of the findings. The results showed that the emerging factors that influence students’ adoption and use of chatbot technology were habit, effort expectancy, and performance expectancy. Additionally, it was discovered that the Extended UTAUT2 model did not require grades or educational level to moderate the correlations. These results are important for improving user experience and they have implications for academics, researchers, and organizations, especially in the context of native chatbots.

The Durban University of Technology Faculty of Health Sciences Decentralized Clinical Training Project: Protocol for an Implementation Study in KwaZulu-Natal, South Africa.

The Durban University of Technology (DUT) Faculty of Health Sciences (FHS) in KwaZulu-Natal, South Africa, is embarking on a project to implement a Decentralized Clinical Training Program (DCTP). The DUT FHS DCTP project is being conducted in response to the growing demands of students requiring clinical service placements as part of work-integrated learning. The project is also geared toward responding to existing gaps in current practices related to the implementation of a DCTP, which has mainly been through traditional universities providing training to medical, optometry, occupational therapy, and physiotherapy students. In South Africa, a DCTP is yet to be implemented within the context of a university of technology; it is yet to be implemented within health science faculties that offer undergraduate health science programs in mainstream biomedicine and alternative and complementary disciplines. We aim to design, pilot, and establish an effective DCTP at the DUT FHS in KwaZulu-Natal, South Africa. Participatory action research comprising various designs-namely, appreciative inquiry, qualitative case study design, phenomenography, and descriptive qualitative study design-will be used to conduct the study. Data will be collected using individual interviews, focus group discussions, nominal group technique, consensus methodology, and narrative inquiry. Study participants will include various internal and external stakeholders of the DUT, namely, academic staff; students; key informants from universities currently using successfully established DCTPs; academic support staff; staff working in human resources, finance, procurement, and accounting; and experts in other disciplines such as engineering and information systems. Overall, 4 undergraduate health science programs-namely, Radiography, Medical Orthotics and Prosthetics, Clinical Technology, and Emergency Medical Care and Rescue-will be part of the project's pilot phase. Findings from the project's pilot phase will be used to inform scale-up in the other undergraduate programs in the DUT FHS. The project is being implemented as part of the university's strategic objective of devising innovative curricula and pedagogical practices to improve the mastery, skill set, and competence of health science graduates. The study has currently commenced with the situational analysis, consisting of engagement with external stakeholders implementing DCTPs. The data to be generated from the completion of the situational analysis are anticipated to be published in 2024. This project is envisioned to facilitate collaboration among the universities of technology, traditional universities, Ministry of Health, and private sector for clinical placement of undergraduate health science students in health establishments that are away from the university, thereby exposing them to real-life experiences related to health care. This will facilitate authentic learning experiences that will contribute to improved competencies of graduates in relation to the health needs of society and the multiple realities of the South African health system. PRR1-10.2196/52243.

Enhancing Education for Undergraduate Students of Computer Science through Mentoring: A Big Data Analytics Approach

Enhancing Education for Undergraduate Students of Computer Science through Mentoring: A Big Data Analytics Approach

High-impact practices in cancer education and research: Undergraduate students' perceptions of skills and career development.

High-impact practices (HIPs) are educational practices that foster student success. HIPs have not been widely used in cancer education and research despite the need for students to develop key transferable skills and cultivate social responsibility. Our study addresses this need by implementing four community-based learning HIPs within the context of cancer education and research. Each HIP was classified as having low, moderate, or high alignment with the traits of effective HIPs. Undergraduate science students participated in one to four HIPs as a Feedback Participant, General Volunteer, Student Leader, or Cancer Undergraduate Research and Education (CURES) Class Student. We then studied the effect of these HIPs on students' development of knowledge and skills; career interest and preparedness; and social responsibility. Results from self-reported questionnaires showed that HIPs increased students' cancer knowledge and developed their transferable and technical skills. Many students reported that these HIPs strongly impacted their career preparedness; positively influenced their interest in pursuing careers in health or biomedical sciences; and encouraged them to participate in community service activities. Thus, these findings provide new insights into the perceived benefits of HIPs in cancer education and research by undergraduate students.

Identification of Educational Gaps in Data Science Training Across Agricultural Genomics

The objectives of this study were to identify gaps in educational training for undergraduate and graduate students in agricultural data science, propose paths for filling these gaps, and provide an annotated list of resources currently available to different training levels. Data in this study was collected through three voluntary surveys catered to undergraduate students, graduate students, and faculty or professionals in fields of agricultural data analytics. Resources were identified through search engines and annotated based on cost, target audience, and topic. Undergraduate students were found to be inexperienced in statistics, data analysis, and coding. Graduate students were better trained than undergraduate students but did not find university curriculum to be the primary source of education. Faculty and professionals indicated that interest in their field is high but the number of qualified applicants for positions is low. Additionally, there was interest by faculty and professionals to fund training programs for employees but low access to resources for these programs. Education resources identified through the search were limited and many had high cost to students. All resources identified were published in an online catalog (https://agdata.cahnr.uconn.edu/).

Telling stories as preparation for learning: A Bayesian analysis of transfer performance and investigation of learning mechanisms

BackgroundTextbooks are essential for natural science university education. However, recent evidence indicates that their design may not be ideal for learning, whereas narratives might overcome the associated limitations. AimThis study compares transfer performance and involved learning mechanisms upon learning scientific concepts either provided in an expository text alone, embedded in a historical narrative, or as expository text prefaced with the historical background. SampleParticipants were 163 undergraduate natural science students. MethodsWe randomly assigned students to one of the three conditions and used a Bayesian modeling approach to compare the prior knowledge-dependent transfer performance upon instruction. Additionally, we investigated the impact of the different conditions on affective and cognitive mechanisms. ResultsResults indicate that students with lower prior knowledge benefit most from narrative-embedded content. Students with higher prior knowledge profited if narratives were used as preparation for follow-up expository instruction. Self-efficacy and cognitive load measures were positively related to the narrative conditions and partly mediated learning from narrative instruction. ConclusionThe study conceptualized and offers support for using narratives as preparation for future learning for enhancing transfer performance in university natural science education, additionally highlighting when and why narratives might support learning.

External vs Internal Focus of Attention in Procedural Skills Learning: A Randomized Study.

The Optimizing Performance Through Intrinsic Motivation and Attention for Learning theory postulates that directing attention to the intended movement effect or outcome (external focus) is more effective than directing attention to the internal body motion or body part (internal focus). This study compared external vs internal focus of attention as novice students learned ultrasound-guided peripheral cannulation. The authors hypothesized that conditions promoting an external (vs internal) focus of attention would result in better performance on immediate and delayed (retention) testing. The authors conducted a randomized, experimental study from October 2022 to February 2023 comparing external and internal focus using ultrasound-guided peripheral venous cannulation followed by practice using an ultrasound training block. Undergraduate health science students performed 4 practice trials with instructions to focus on the needle tip (external focus) or their hands (internal focus), followed by an immediate assessment and a retention assessment 2 weeks later. The primary outcome was time to successful cannulation. Results were compared using Kaplan-Meier curves and parametric survival analysis regression (accelerated failure time) models. Seventy participants completed the immediate assessment. The external focus group completed successful cannulation a mean of 2.33 times faster (95% CI = 1.47, 3.67; P < .001) than those in the internal focus group (median time, 12.0 vs 29.5 seconds). Results also favored the external focus group during practice, with the external focus group successfully completing the task a mean of 1.83 times faster (95% CI = 1.04, 3.21; P = .04) than the internal focus group. In the retention assessment, the external focus group successfully completed the task a mean of 2.37 times faster (95% CI = 1.19, 4.74; P = .02) than the internal focus group. External focus of attention compared with internal focus of attention improves medical motor skill learning in novice learners.

Social representations of breastfeeding in health science students: A first step to strengthening their training

AimThis study aims to describe the social representations of breastfeeding among Mexican health science students. BackgroundBreastfeeding is a complex phenomenon involving biological, affective and sociocultural aspects. Its definition includes diverse beliefs, attitudes, traditions and myths. Being aware of the connections between biological and sociocultural concepts in the social representations of breastfeeding in health science students may facilitate our comprehension of their attitudes/behaviors towards breastfeeding. DesignA qualitative study was carried out based on the structuralist approach of the social representations theory. MethodsData were collected with free-listing questionnaires with breastfeeding as an inducer word among a random sample of nutrition, medical and nursing undergraduate students (n=124). The analyses used were similitude/meanings of words, prototypical and categorical analyses. ResultsThe findings suggest that the structure of the social representation is composed of breastfeeding essentials (baby, mother, & milk), affective (attachment, love & link), biological (nutrition, breasts, & health) and sociocultural elements (taboo, responsibility, & economic). Only instrumental elements are found in the nucleus, whereas biological, affective and sociocultural elements are observed in the peripheries. Moreover, emerging thematic categories such as the "affective bond" and "feeding" introduced additional dimensions, thereby emphasizing the complexity and richness of the social representation of breastfeeding in the context of health science students. ConclusionsThe structure of the social representation of breastfeeding among some Mexican undergraduate health science students focuses on the instrumental aspects, emphasizing essential elements. However, they downplay more scientifically oriented elements specific to their academic training. These findings, when extrapolated to different contexts, present an opportunity that could assist the development of tailored and culturally adapted educational strategies to strengthen breastfeeding training for health students. This approach can significantly contribute to enhancing breastfeeding promotion in society by addressing practical, scientific and language-inclusive aspects in the training of health professionals.

Diversifying laboratory assessment modes broadens engagement with practical competencies in life science students.

Laboratory practicals in life science subjects are traditionally assessed by written reports that reflect disciplinary norms for documenting experimental activities. However, the exclusive application of this assessment has the potential to engage only a narrow range of competencies. In this study, we explored how multiple modes of laboratory assessment might affect student perceptions of learned skills in a life science module. We hypothesized that while a mixture of assessments may not impact student summative performance, it might positively influence student perceptions of different skills that varied assessments allowed them to practice. This was informed by universal design for learning and teaching for understanding frameworks. In our study, in a third-year Bioscience program, written reports were complemented with group presentations and online quizzes via Moodle. Anonymous surveys evaluated whether this expanded portfolio of assessments promoted awareness of, and engagement with, a broader range of practical competencies. Aspects that influenced student preferences in assessment mode included time limitations, time investment, ability to practice new skills, links with lecture material, and experience of assessment anxiety. In particular, presentations were highlighted as promoting collaboration and communication and the quiz as an effective means of diversifying assessment schedules. A key takeaway from students was that while reports were important, an overreliance on them was detrimental. This study suggests that undergraduate life science students can benefit significantly from a holistic assessment strategy that complements reports with performance-based approaches that incorporate broader competencies and allow for greater student engagement and expression in undergraduate modules.NEW & NOTEWORTHY This study suggests that undergraduate life science students can benefit significantly from a holistic assessment strategy that complements reports with performance-based approaches that incorporate broader competencies and allow for greater student engagement and expression in undergraduate modules.