Effectiveness of Elements of a Diversified Instructional Approach in an Introductory Biology Course

Oct 15, 2026

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Students enrolled in a large-lecture, non-majors biology course using a diversified instructional approach compared instructor-centered and student-centered techniques in relation to course goals. Students reported both approaches helped learning, but rated instructor-centered instruction as more effective for biological content knowledge, understanding the nature of science, course meaningfulness, and interest in biology. Student-centered instruction was seen as stronger for engagement, constructing knowledge, and maintaining an interesting classroom climate. Students also preferred the diversified approach because the varied environment supported an engaging atmosphere.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Methods

Results

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Effectiveness of Elements of a Diversified Instructional Approach in an Introductory Biology Course Michael L. Rutledge Department of Biology,Middle Tennessee State University, Murfreesboro, TN 37132 [Email: mrutledg@mtsu.edu](Email: mrutledg@mtsu.edu) Abstract: Students enrolled in a large-lecture, non-majors biology course employing a diversified instructional approach featuring both instructor-centered and student-centered techniques evaluated the effectiveness of each approach in fostering course goals. Students perceived both approaches to be effective to some extent. Students indicated that the instructor-centered approach was more effective than student-centered instruction in fostering knowledge of biological content and of the nature of science, making the course meaningful, and promoting interest in biology as a discipline. Student-centered instruction was perceived to be more effective in engaging students in the learning process, helping students construct their knowledge, and making the course interesting. Students indicated they preferred a diversified instructional approach, noting that the varied instructional environment helped to keep the classroom atmosphere engaging. Keywords: instructor-centered, student-centered, active learning, introductory biology Introduction Studies have revealed the effectiveness of student-centered, active learning strategies in promoting meaningful learning, retention of content, improved student attitude and the development of critical thinking skills (Klionsky, 1998; Lawson, 2001; Lord, 2001) . In response to these findings, calls for reform in science education over the past decade cite the need for college science faculty to diversify their instructional approach by incorporating active learning strategies in their courses (McNeal and d’Avanzo, 1997; NRC, 2003; NSF, 1996; Seymour and Hewitt, 1997; Uno, 1999) . Yet the shift from the traditional, passive, instructorcentered paradigm has been a slow one (Adams and Slater, 1998; Anderson, 1997, Rice, 1996) . Faculty unfamiliarly with student–centered instructional strategies, a lack of content specific curricular materials, and a lack of time have been identified as barriers to the implementation of amore diverse instructional approach (Laurer, 2003; Sunal, Bland and Sunal, 2001) . For faculty to diversify their instructional approach, they must take a more scholarly approach to their instructional choices (Allen and Tanner, 2005; Powell, 2003) . A specific student-centered, active learning strategy that has shown to be effective in college science classrooms is the use of smallgroup cooperative learning activities (Astin, 1993; Tobin, Capie and Betterncourt, 1998) . Such activities can “complement lectures by providing a social context in which a student constructs individual understanding of the content presented in lecture” (Preszler, 2006), and actively engage students in science content. These activities maybe particularly effective in large enrollment science courses where students may feel isolated and disengaged in the course (Anderson, 1997; Christensen, 2005; Michaelson, Knight and Fink, 2002; Suchman, Timpson, Linch, Ahermae and Smith, 2001) . In response to calls for faculty to evaluate the effectiveness of their attempts to improve science education (Allen and Tanner, 2005), this study documents students’ perceptions of the effectiveness of the implementation of a diversified instructional approach in a large enrollment introductory biology course. Findings detailed here may inform efforts to design instruction with the most effective balance of instructor-centered and student-centered approaches. Middle Tennessee State University offers an introductory biology course specifically designed for non-majors. The course is designed to provide students with the understanding, experiences and skills that foster informed decisions on biological issues that affect their lives. In the course, efforts are

FAQs

What instructional approaches were compared in the study?

The study compared instructor-centered lecture/discussion elements with student-centered cooperative learning activities within a diversified instructional approach.

Which approach students perceived as more effective for content and nature of science?

Students indicated the instructor-centered approach was more effective for fostering knowledge of biological content and the nature of science.

Why did students prefer a diversified instructional approach?

Students preferred it because the varied instructional environment helped keep the classroom atmosphere engaging and supported interest in the course.

Oct 15, 2026

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