Table 4.
Student ratings (X̄ ± 1 SE) of the frequency of occurrence of various classroom activities (SCQ) for the two traditional courses of the original introductory curriculum (100-level Zoology and Botany), the two new first-semester courses (TCBL and BIA), and the renumbered (200-level) Zoology and Botany courses
| Survey statement | Student responses in the original 100-level Zoology and Botany (n = 98) | Student responses in TCBL (n = 78) | Student responses in BIA (n = 95) | Student responses in 200-level Zoology and Botany (n = 83) |
|---|---|---|---|---|
| In this science class, how often do students: | ||||
| Listen and take notes as the instructor talks to the class | 4.80 ± 0.06C | 4.56 ± 0.09C | 3.16 ± 0.11A | 3.89 ± 0.13B |
| Clarify concepts by responding to questions from the instructor | 4.04 ± 0.10C | 4.10 ± 0.14C | 3.53 ± 0.11A | 2.99 ± 0.14B |
| Explain concepts to other students | 3.57 ± 0.12B | 3.01 ± 0.14A | 3.59 ± 0.10B | 2.56 ± 0.13A |
| Work with groups of other students to learn an idea or solve a problem | 3.47 ± 0.09B | 4.49 ± 0.11C | 4.60 ± 0.07C | 3.11 ± 0.13A |
| Make an oral presentation or demonstration for the class | 1.63 ± 0.12A | 1.33 ± 0.10A | 3.27 ± 0.07B | 1.38 ± 0.13A |
| Evaluate the validity of an argument | 3.33 ± 0.12B | 3.28 ± 0.13B | 2.70 ± 0.11A | 2.45 ± 0.12A |
| Memorize information without applying it to an understanding of underlying concepts | 2.00 ± 0.11B | 1.58 ± 0.10A | 2.53 ± 0.11C | 2.92 ± 0.12C |
| Take tests with open-ended tasks (essay questions, performance tasks, etc.) | 2.00 ± 0.11A | 1.58 ± 0.10A | 2.54 ± 0.11B | 2.26 ± 0.12A |
Means within a row which share a letter superscript (e.g., A and AB) are not significantly different from each other (post hoc ANOVA, p > 0.05). Possible responses were: 1 = never, 2 = a few times this semester, 3 = one or two times a month, 4 = one or two times a week, and 5 = every session.