Impact of PBTL on the Success of Underserved Students in Undergraduate Biology Courses
Grade Level at Time of Presentation
Junior
Major
Middle Grades Education in Science and Social Studies
Institution
Northern Kentucky University
KY House District #
67
KY Senate District #
24
Faculty Advisor/ Mentor
Bethany V. Bowling, Ph.D
Department
Department of Biological Sciences
Abstract
Impact of PBTL on the Success of Underserved Students in Undergraduate Biology Courses
Author’s Name: Shelby Diener
Faculty Mentor: Bethany Bowling
Department: Biological Sciences
The use of active learning techniques in science courses has been shown to increase student success, particularly students coming from underserved backgrounds. More recent research has begun to focus on specific ways to optimize active learning. In this study we analyzed the impact of problem-based team learning (PBTL) on underserved populations including first-generation college (self-reported), low-income (determined by Pell grant eligibility), and/or under-represented minority (self-reported) students. PBTL increases student engagement and teamwork, while reducing lecture time. We compared the percentage of underserved students who received a D, F, or W grade in a genetics course in the semesters before (2010-12) and after PBTL was implemented (2013-15). From the analysis it is clear that PBTL had a positive impact on student success rates overall, however there was not a disproportional impact on underserved students. To further the research, data is currently being analyzed from an introductory biology course to determine the impact of PBTL. The goal of this research is to improve student success in undergraduate science courses and disseminate impactful practices.
Impact of PBTL on the Success of Underserved Students in Undergraduate Biology Courses
Impact of PBTL on the Success of Underserved Students in Undergraduate Biology Courses
Author’s Name: Shelby Diener
Faculty Mentor: Bethany Bowling
Department: Biological Sciences
The use of active learning techniques in science courses has been shown to increase student success, particularly students coming from underserved backgrounds. More recent research has begun to focus on specific ways to optimize active learning. In this study we analyzed the impact of problem-based team learning (PBTL) on underserved populations including first-generation college (self-reported), low-income (determined by Pell grant eligibility), and/or under-represented minority (self-reported) students. PBTL increases student engagement and teamwork, while reducing lecture time. We compared the percentage of underserved students who received a D, F, or W grade in a genetics course in the semesters before (2010-12) and after PBTL was implemented (2013-15). From the analysis it is clear that PBTL had a positive impact on student success rates overall, however there was not a disproportional impact on underserved students. To further the research, data is currently being analyzed from an introductory biology course to determine the impact of PBTL. The goal of this research is to improve student success in undergraduate science courses and disseminate impactful practices.