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Research Problem

Research Problem. Biology Majors lack of success in Freshman Biology Principles of Biology BIO101/103 high D/F/W rate Freshman biology majors with ACT scores below 25 are less likely to complete the course with a grade of C or higher At Risk Group

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Research Problem

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  1. Research Problem • Biology Majors lack of success in Freshman Biology • Principles of Biology BIO101/103 • high D/F/W rate • Freshman biology majors with ACT scores below 25 are less likely to complete the course with a grade of C or higher • At Risk Group • Spring Hill College (SHC) Data since 2007 shows that • 46% of students with ACT of 24 do not succeed (D/F/W) • > 60% of students with ACT of 22-23 do not succeed (D/F/W) • ACT scores below 22 rarely succeed (at SHC must have Math scores of ACT 24 or 580 SAT to take Chemistry 1st semester)

  2. Research Question • Research Question: What impact will teaching biology to 7th graders have on the success rate of ‘at risk’ freshman biology majors taking principles of biology? • Research Context: • 10 first semester freshman biology majors • ACT scores 22-24 • Enrolled in Principles of Biology (BIO101/103) • I am NOT the instructor for this course • Enrolled in biology community service seminar course (BIO140) • Providing assistance to an underserved 7th grade biology class • I am the instructor for this course • My question is interesting because: • Test the hypothesis that students learn by teaching

  3. Research Methodology • Pilot Study • 10 Freshman biology majors with ACT scores of 22-24 • Baseline • Student performance in freshman biology the last 5 years • Measurements • Embedded assessments – grades in freshman biology • Indirect assessments – reflections on service learning • Indirect assessments – survey student perceptions of their learning

  4. Alignment of Research Question and Methodology Did students learn biology by teaching??? • Direct Assessment • Products created for the 7th graders • Spread sheet of how much help needed, type of help, etc • Exam Grades, Answers to specific questions, Course Grades • Compare ACT scores 22-24 with and without community service • Compare pilot group’s responses to questions covered to those not covered in the community service • Compare Course grades of pilot group to baseline data • Indirect Assessment • Reflections • Code reflection comments on their learning – Qualitative Data • Survey on learning perceptions • (Student Assessment of Learning Gains (SALG)

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