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ERIC Number: EJ1135183
Record Type: Journal
Publication Date: 2013-Jul
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-4744
EISSN: N/A
Effects of Instructional Model on Student Attitude in an Introductory Biology Laboratory
Rybczynski, Stephen M.; Schussler, Elisabeth E.
International Journal for the Scholarship of Teaching and Learning, v7 n2 Article 22 Jul 2013
This study assessed student attitude towards reformed laboratories featuring a factorial design of inquiry (IN) and explicit/reflective (ER) pedagogy to foster nature of science understanding. Students in thirty-one lab sections responded to pre and post semester assessments of their confidence, perception of usefulness, and effectance motivation toward the laboratories. Relative change in attitude (RCA) was not significantly different (p>0.05) among the treatments or their interaction for confidence, usefulness, or effectance motivation. Student self-reports (n = 137) of factors that affected their attitude suggested that grades and TAs played a larger role in determining student attitude than the laboratory treatments. This hints at the complex interactions that impact student attitude, and which should be considered when implementing course reforms.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE0736786