| A biology adjunct course was developed at California State University, Fullerton in response to the high D and F rate in the introductory biology course for majors. Students enrolled in the adjunct course were introduced to various study/learning techniques and content-related activities aimed at helping them learn, understand, and retain information they received in lecture. Students also participated in reflective writing exercises designed to make students aware of their own learning process. Data indicate that students benefited from selected learning techniques and from reflective writing. Students participating in the adjunct course earned mean exam scores and mean course scores consistently high than students who did not participate in the adjunct course. These findings suggest that student participation in a course that focuses on improving student learning through the teaching of study/learning techniques, content-related activities and reflective writing, can enhance student learning, understanding, and retention in an introductory biology course. |
