Student Performance in a Multimedia Case-Study Environment

doi:10.1007/s10956-012-9387-7

Student Performance in a Multimedia Case-Study Environment

2012-05-18

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DOI：10.1007/s10956-012-9387-7

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Does an online, multimedia case study influence students' performance, motivation, and perceptions of science in collegiate level biology classes, and if so, how? One hundred and eight students in 5 classes from 4 campuses in the United States and Puerto Rico participated in data collection (performance tests, surveys and focus group interviews). Pre- and post-test results increased after students participated in the learning environment (F(1, 80) = 17.256, p a parts per thousand currency sign 0.01, eta(2) = 0.177). Student confidence in their knowledge also increased. During focus group interviews students reported that the project was a good learning experience (95 %), would help with future classes or careers (87 %), and stimulated student curiosity by demonstrating the application of theoretical knowledge in real-world situations (64 %). The learning environment motivated students by making material relevant, which resulted in better performance. This pedagogical tool is not instructor dependent, and is adaptable.

Keywords:

Pedagogy

Case-based instruction

College biology

Performance

Student Performance in a Multimedia Case-Study Environment

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