| In 2001, the Angelo State University Biology Department changed its introductory biology class for majors in biology from a non-lab, lecture format to an active learning style of class with a required lab. The purpose of this study was to determine if the changed format had an effect on the students learning biology. The students were given a pre- and post-survey, the Motivated Strategies for Learning Questionnaire, which measures students' motivation and self-efficacy. The questionnaire measured fifteen different components of motivation and self-efficacy, which provide a wide range of interlocking factors to test. Demographic data about the students, including ACT/SAT scores and sex, were also used to see if they could help explain any of the factors. Peer Learning and Critical Thinking mean scores increased, while Self-Efficacy and Learning Strategies mean scores decreased. The decreases were greatest in female students who scored a C or D as a final grade. |
