ERIC Number: EJ1033275
Record Type: Journal
Publication Date: 2014-Jul
Abstractor: As Provided
Reference Count: 25
Two-Year Community: A Six-Year Review of Student Success in a Biology Course Using Lecture, Blended, and Hybrid Methods
Gonzalez, Beatriz Y.
Journal of College Science Teaching, v43 n6 p14-19 Jul 2014
Traditional lecturing has been shown again and again to be a less effective teaching method regarding student engagement and promotion in the sciences. Studies that compare different teaching methods often face limitations because, over time, courses are either substantially changed and/or are taught by different instructors. This article presents a comparison of the success rates of students (percentage of students earning a grade of C or higher) enrolled in a general biology course with laboratory for majors in a community college. The data spans a 6-year period and includes a total of 670 students. The same professor taught all students and used a common final examination. The only difference among the sections taught was the teaching method: lecture, blended, and hybrid. The lecture method involved lecturing with the use of clicker-style questions and laboratory. The blended method was a fusion of the lecture and laboratory. The hybrid method consisted of online lectures with in-class weekly laboratory sessions. On average, the highest success rates for students were observed for those students taught with the blended method, followed next by the hybrid method, and then by the lecture method.
Descriptors: Biology, Blended Learning, Lecture Method, Teaching Methods, Community Colleges, Longitudinal Studies, Instructional Effectiveness, Intermode Differences, Laboratory Experiments, Course Descriptions, Course Evaluation, Grades (Scholastic), Scoring, Success, Achievement Gains, Achievement Rating, Conventional Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Postsecondary Education; Higher Education
Authoring Institution: N/A