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- Students who used instructor-created videos achieved significantly higher scores (9.4%, or 2/3 of a standard deviation) than those used the class-captured lecture videos (Walker, Cotner, & Beermann, 2011).
- The use of online interactive modules called “MathBench Biology” improved students’ quantitative skills that were independent of previous math course work. Students also showed increased comfort with solving quantitative problems, whether or not they ultimately arrived at the correct answer (Thompson et al., 2010).
- Using class exercises that integrated prerequisite math skills achieved greater gains on integrated math/biology items (Hester, Buxner, Elfring, & Nagy 2014).
- The use of authentic research assessments in biology labs showed a significant increase in students’ understanding of the nature of authentic research and critical thinking (Gasper & Gardner, 2013).
- The use of both constructed-response and multiple choice questions helped students significantly improve students’ critical thinking skills (Stanger-Hall, 2012).
- The use of daily online testing helped students achieve half a letter grade above previous semesters (Pennebaker, Gosling, & Ferrell, 2013).
- The use of collaborative testing resulted in the highly higher test scores on quizzes/exams, whereas performed no differently on cumulative questions (Leight et al., 2012).
- Metacognitive intensive writing assessments showed significant improvement on post-exam assessment compared with their nonparticipating peers (Mynlieff et al., 2014).
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