The Western Conference on Science Education

Evaluating student learning of experimental design using online module and experiential learning

FNB 2240

Digital learning may be an advantageous accessory to large university classes as an accessible and multifaceted method of content delivery. The purpose of this study was to evaluate student learning using an online module given over a week and an experiential lab offered over three weeks. A short-term longitudinal comparison was performed with first and second year biology students using pre- and post-concept inventory short answer quizzes about fundamental experimental design concepts associated with an eLearning module in a first year lab and in a second year Scientific Methods lab course. Furthermore, experimental design knowledge retention rates were assessed on a short-term basis, as well as comparisons, based on demographics (gender, age, secondary school location, etc.), within a sample of 78% of second year students and 24% of first year students to provide association-based inferences on students’ understanding of experimental design. Results from the concept inventory quizzes show that experiential learning in second year students is significantly more effective than the online counterpart in the first year course (difference of 3.2 (t = 12.2, P < 0.001) with 95% CI: (2.7, 3.8). Students in first year had difficulty in identifying controls and students in both years found the question on replications to be a challenge. Educators can use this information to plan experiential/digital content resources based on course outcomes, as well as to gain insight into the level of experimental design knowledge in first and second year biology students.