A Quantitative Analysis of the Effectiveness of Directed Discovery Teaching Methods and Weekly Quizzes in a Standardized Introductory Earth Science Laboratory Course

A study was conducted to determine the effects of directed discovery-based teaching methods and weekly quizzes on learning in an introductory geosciences laboratory course at the college level. Assessment was accomplished using percentages of correct responses to questions on two tests. We compared percentages from the first semester of the study as a baseline to data from each subsequent semester to determine the effects of each introduced study variable. One study variable was introduced at the beginning of each semester; first, pre-lab exercises were added, followed in subsequent semesters by directed-discovery teaching methods and weekly quizzes. A population of approximately 250 students was available for the study each Fall and Spring semester. Comments from Teaching Assistants and students were used to evaluate the effects of the pre-lab exercises. Student evaluations of value, meaning, and enjoyment of the course were investigated through the use of essay questions at the end of the second test. The study revealed that the pre-lab exercises were ineffective. Directed discovery-based methods were successful for teaching some subject material, but not for all, and that the method did not necessarily enhance learning of scientific vocabulary. Students commented that directed discovery-based methods enhanced their interest and enjoyment of the course. Many students complained about the method, but weekly quizzes resulted in improved learning in all subject areas. Simultaneous use of traditional and directed discovery teaching methods, as well as weekly quizzes, is recommended to maximize learning in all subject areas and enjoyment and interest in the course.