HARRIS COTNER, Sehoya; WOODWARD, Denise M; HAYES, C Nelson; CYR, R J: Getting beyond the large-class problem Part II: Can we better tailor science education to the individual student?

Introductory biology at Penn State is typically taught in a large (~800+ student), traditional-lecture format. This method is pragmatic but tends to result in a high rate of course repeaters, at a cost to the University and the individual student. In 1999, 2000, and 2001 our group compared the effectiveness of class size (from 75-250) and delivery (traditional lecture vs. computer-based modules) in a large introductory biology class. Using mean performance on common multiple-choice exams we found that module use, in conjunction with in-class question-and-answer sessions, is an effective way to teach this survey material. However, the needs of the individual student vary and mean results may mask individual student learning in these two environments. We sought to discover if we could identify one or more student characteristics that could be used to predict student performance in these two instructional methods. Over twenty key variables were analyzed (e.g., high school performance, attitude toward biology, parents’ highest level of education) in an attempt to create a measurement by which a student can be placed in the appropriate learning environment. Possible applications of this information will be discussed.