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ERIC Number: EJ854243
Record Type: Journal
Publication Date: 2006-May
Pages: 5
Abstractor: As Provided
ISSN: ISSN-1539-2422
Student- and Teacher-Centered Learning in a Supplemental Learning Biology Course
Preszler, Ralph W.
Bioscene: Journal of College Biology Teaching, v32 n2 p21-25 May 2006
Students who chose to enroll in a supplemental course associated with a large biology lecture performed better on lecture exams than those students who chose not to enroll in the supplemental course. Sections of the supplemental course were taught with instructor-centered methods prior to some exams, student-centered methods prior to other exams, and a mixture of student- and instructor-centered methods prior to the first and final exams; the treatment (instructor- or student-centered learning) sequence varied between sections. This reciprocal repeated-measures design allowed for comparison of students' performance on exams following a series of instructor-centered, student-centered, and mixed sessions. The relative benefits of student- and instructor-centered instructional methods, or a mixture of the two methods, varied among supplemental sections. The section with the highest overall score showed the most improvement following mixed instructional methods, the two intermediate sections showed the most improvement in exam performance following student-centered instruction, and the section with the lowest overall score did not show consistent improvement. Those sections that improved in response to student-centered or mixed instruction methods maintained their improved exam performance throughout the remainder of the semester. (Contains 1 figure.)
Association of College and Biology Educators. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A