Reinventing the Classroom: How Pedagogical Innovations Improve Student Achievement in Introductory Biology

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

Abstract

Transitioning from courses that rely primarily on lectures towards active learning classrooms can be a viable option for helping address the problem of retaining students in STEM. This study examines the impact of pedagogical practices on student achievement in introductory biology courses and student retention in STEM. Results demonstrate students enrolled in active learning and flipped courses are receiving higher scores on conceptual examinations and course grades than their peers in lecture courses. These results remain true across student demographics, including underrepresented students, potentially contributing not only to improving retention but also addressing persistent inequities in STEM.

Authors

• Edgar Romo, University of California - Los Angeles

• Kevin Eagan, University of California - Los Angeles

• Julio Fregoso, University of California - Los Angeles