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This study investigates specific active learning assignments using group presentations of 3-dimensional simulations in an introductory biology course for science majors. Quantitative comparisons of learning and retention were conducted using unit and final exam scores across same and varying student populations over multiple semesters, applying t-tests, single-factor ANOVA, and Pearson correlation analyses. Simulation-based assignments showed no consistent significant gains versus other active learning approaches; simulations were subsequently replaced with other assignments, with additional assessment also showing no significant differences. The method supports evaluation of course assignment effectiveness for learning and retention.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/utilizing-quantitative-analyses-of-active-learning-assignments-to-assess-learning-and-retention-in-a-general-biology-course/594794/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/utilizing-quantitative-analyses-of-active-learning-assignments-to-assess-learning-and-retention-in-a-general-biology-course/594794.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What active learning approach is examined in this study?","Question",{"text":112,"@type":113},"The study evaluates active learning assignments that use group presentations of 3-dimensional simulations within an introductory biology course.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were learning and retention measured?",{"text":117,"@type":113},"Learning and retention were assessed using unit and final exam scores, compared across student populations and semesters using t-tests, single-factor ANOVA, and Pearson correlations.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main results regarding the simulation assignments?",{"text":121,"@type":113},"The simulation assignments did not produce consistent significant increases in learning or retention compared with other active learning assignments, leading to their replacement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594794,1792208655,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","ARTICLES  \nUtilizing Quantitative Analyses of Active Learning Assignments to Assess Learning and Retention in a General Biology Course  \nJamie O. Dyer* and Ryan L. Elsenpeter  \nRockhurst University, Kansas City, MO 64110  \n* Corresponding Author: [jamie.dyer@rockhurst.edu](jamie.dyer@rockhurst.edu)  \nAbstract: Numerous studies have examined the use of active learning methods in undergraduate courses, suggesting that these methods increase learning and retention as well as student engagement. In order to investigate the benefits of particular active learning assignments involving presentations of 3-dimensional simulations in an introductory biology course for science majors, quantitative analyses of the effects of these assignments on learning and retention as assessed by unit and final exam scores were performed. Same student populations and varying student populations across multiple semesters were compared using t-test analyses, single factor ANOVA analyses, and Pearson correlation coefficients. These statistical analyses determined the simulation assignments as compared to other active learning assignments resulted in no consistent significant increase in learning or retention of material covered by these assignments for same student populations and varying student populations across multiple semesters. Based on these results, the simulation assignments were replaced with other active learning assignmentsand additional assessment found no significant difference in the learning and retention of course material. The approach described in this study can be used for other assignments in introductory majors’ biology courses, as well as other courses to assess the effectiveness of course assignments for student learning and retention.  \nKey words: active learning, general biology, assessment, quantitative analysis  \nINTRODUCTION  \nMoving beyond standard lecture format in undergraduate biology classrooms has been an area with much focus over the past several years (Couch et al., 2015; Waldrop, 2015) . This may manifest in many different formats, from flipped classrooms to blended methods incorporating multiple approaches (Jensen et al., 2015; Sadeghi et al., 2014) . Increasing both student engagement with material and overall retention and learning has long been the goal of good pedagogy, often achieved through an increase in overall active learning techniques employed in the classroom (Jensen et al., 2015; Tanner, 2013) . An analysis of over 200 studies of active learning in the STEM fields found that student failure rates were 12% higher in traditional lecture style classes versus ones utilizing active learning environments (Freeman et al., 2014) . A study comparing performance on ETS® Major Field Tests in Biology administered to senior students having completed a two-course sequence with or without active learning as freshmen found significant increases in overall scores for those that completed the active-learning courses (Derting & Ebert-May, 2010) . Often these methods are incorporated into introductory or first-year courses, but active learning has also led to increases in exam  \nperformance in upper-level biology courses, indicating these methods can be incorporated across curricula to improve understanding and course performance (Knight & Wood, 2005) .  \nBeyond increased student learning and retention of material, a switch to group-based, active-learning classrooms generally leads to increases in positive student attitudes toward material and courses (Goldberg & Ingram, 2012; Aguilera et al., 2017; Obialor et al., 2017; Tal & Tsaushu, 2017) . However, not all instructors have perceived significant improvements in overall performance compared to standard lecture formats, indicating there is still more work to be done to consistently engage students and increase overall learning and retention (Sadeghi et al., 2014; Miller & Metz, 2014) . Even without measuring increases in student performance following groupbased creative a","cbCaim6FOhMvhOUH","https://ap.wps.com/l/cbCaim6FOhMvhOUH","pdf",440394,"English","# Introduction\n## Active learning beyond lectures\n## Student attitudes and confidence\n## Creative thinking framework and study approach\n# Abstract\n# Key findings and assessment method","[{\"question\":\"What active learning approach is examined in this study?\",\"answer\":\"The study evaluates active learning assignments that use group presentations of 3-dimensional simulations within an introductory biology course.\"},{\"question\":\"How were learning and retention measured?\",\"answer\":\"Learning and retention were assessed using unit and final exam scores, compared across student populations and semesters using t-tests, single-factor ANOVA, and Pearson correlations.\"},{\"question\":\"What were the main results regarding the simulation assignments?\",\"answer\":\"The simulation assignments did not produce consistent significant increases in learning or retention compared with other active learning assignments, leading to their replacement.\"}]","Utilizing Quantitative Analyses of Active Learning Assignments to Assess Learning and Retention in a General Biology Course | PDF",1792079858,25]