Date of Award
5-2023
Document Type
Thesis
Primary Advisor
Rebecca Hunter
Secondary Advisor
Jennifer Hennigan
Committee Reader
Joshua Brokaw
Abstract
The Introductory Biology courses at Abilene Christian University are infamously labeled "weed out" classes. This daunting association has raised concerns for Biology professors when considering why students are not succeeding at an acceptable rate. We investigated topics such as social, economic, and other background history as a baseline to enhance course outlines. This incorporation into changing the curriculum promoted classroom equity while pursuing societal integrity which is at the root of improving student success. Once taken into account, we focused on implementing mastery learning by including reading assignments, multiple attempts on quizzes, in-class learning activities, and practice exams. We also included increased course structure as a mechanism for improvement by enacting a mode of required participation to motivate students to interact with course material at a deeper level. Through brief academic research and an anonymous survey administered to the Introductory Biology class, we implemented mastery learning and increased course structure that improved student outcomes.
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Recommended Citation
Pereira, Alexis, "Effects of Implementing High Structure and Mastery Level Learning on Student Understanding in an Introductory Biology Course" (2023). Honors College. 83.
https://digitalcommons.acu.edu/honors/83