Evaluating educational outcomes with alternative methods of instruction in a non-majors college biology course

This study was designed to test seven interrelated instructional hypotheses. A one-semester nonmajors biology course was taught using the learning cycle method to a group of community college students (n = 194). A control group experienced an expository method of instruction (n = 189). The Kolb Learning Style Inventory, an attitudinal questionnaire, a reasoning test, and a test of biology concepts were administered prior to instruction. During instruction, students kept weekly journals. Students were administered posttests consisting of the Lawson Classroom Test of Scientific Reasoning, an attitudinal questionnaire, and a comprehensive final examination. Results indicated that learning cycle students exhibited more positive attitudes, greater comprehension of biology concepts, and made more reasoning gains. Reasoning gains for females were significantly different between learning cycle and expository classes, but not for males. For the three racial groups studied (whites, Hispanics, and other racial minority students), the disparity in reasoning gains between learning cycle and expository classes was most marked for Hispanics and other minority students. Withdrawal rates were similar for learning cycle and expository classes. Expository students were significantly more likely to select another instructor if they had the option. Pretest results showed the majority (75.1%) of subjects as intuitive or transitional reasoners. Intuitive and transitional reasoners were more likely than reflective reasoners to withdraw from class. Reasoning level was the only variable tested that correlated with both final examination score and course grade. Therefore, prior declarative knowledge did not significantly effect final examination score or course grade. More positive pretest attitudes led to higher final examination scores and more positive post-attitudes. There was no significant interaction effect detected for any of Kolb's four learning styles and instructional method. Evidence was found that, especially at extremely high or extremely low scores, Kolb's Abstract Conceptualization minus Concrete Experience scale (AC-CE) measures the same construct as Piagetian reasoning tasks.