Inquiry-Based Learning in an Undergraduate Biology Lab: The Effects of Online Supplemental Materials

• In Event: Marriott Roundtable Session 66
  In Roundtable Session: Learning and Development Through STEM

Abstract

This study examined the influence of supplemental, online pre-lab materials on preparedness, performance, and learning in an undergraduate, introductory, inquiry-based biology laboratory as measured by quiz and lab report grades. Results of this study demonstrated online supplemental materials had no statistically significant effect on learning gains measured, though students perceived benefits. The research resulted in heightened awareness of lab design flaws resulting in complete restructuring of the lab. The updated lab design will focus on correct use of lab equipment, proficiency with laboratory techniques, and experimental design, rather than content specific learning usually attributed to biology lectures. Future research will concentrate on effects on student learning gains achieved by the redesign of lab.

Author

• Lesa N. Presley, Northeast Texas Community College