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- revealed no significant differences between STEM students in the face-to-face and virtual laboratories in learning gains on the content test and final course grades.
- In a six-year review of student success in a biology course using lecture, blended, and hybrid methods, Gonzalez (2014) found that the highest success rates for students were with the blended method, followed next by the hybrid method, and then by the lecture method.
- The effect of class size on students’ final grades diminishes as the class size increases. These findings suggest that a larger impact on student performance could be attained by further trimming enrollment in small classes rather than by reducing class size overall (Johnson, I. Y., 2010).
- Despite the efforts by students and instructors, increased class size had a significant negative relationship with perceived student learning (Walker, Cotner, & Beermann 2011).
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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 higher test scores on quizzes/exams, whereas students performed no differently on cumulative questions (Leight et al., 2012).
- Metacognitive intensive writing assessments showed significant improvement on post-exam assessment for students who engaged compared with their nonparticipating peers (Mynlieff et al., 2014).
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