USING A LEARNING CYCLE TEACHING MODEL TO INVESTIGATE STUDENT LEARNING OUTCOMES AND ATTITUDES ABOUT GEOLOGY IN A LARGE ENROLLMENT INTRODUCTORY GEOLOGY COURSE

Interest in student centered learning at a college level is rapidly growing. Recent research in higher education indicates that active learning enhances student performance and attitudes about science. This study investigates performance and attitudes of learners in a student centered Learning Cycle format of instruction versus a traditional lecture format as measured by data collected through classroom communication systems, weekly web based homework, a thematic collaborative poster presentation, in class labs, and four unit tests. Both classes used the same test bank. Qualitative data regarding the student centered teaching style were obtained through classroom administered monthly survey questions and semester end interviews. Interviews were content-analyzed for emergent themes. Both classes completed a Student Attitude about Geology survey at the beginning and close of the semester. Confirming recent research, statistical analysis reveals a positive relationship between student engagement in alternative assessments and test scores within and between classes. Participation in weekly web-based homework has the most robust relationship with overall test performance. Contrary to expectations, poster participation only led to modest gains in test performance. Monthly surveys and interviews show student’s interest and enthusiasm for the use of interactive classroom communication systems (clickers), homework, as well as doing group work. Student attitudes about geology did not significantly change within either class. Although the exigencies of high enrollment introductory courses set limits for this study, the outcomes support the positive influence of student-centered teaching styles and performance outcomes in a high enrollment introductory Geology course.