GET INTERACTIVE! EVALUATING THE INFLUENCE OF DIFFERENT TEACHING DELIVERY METHODS ON STUDENT LEARNING IN AN INTRODUCTORY GEOLOGY COURSE

Throughout the education literature, the positive effect of active learning strategies on student learning has one of the strongest evidentiary bases. However, traditional classrooms where the educator is the focal point, and students sit in rows, do not necessarily promote peer interaction. This study examines the use of several different active learning teaching methods in a newly designed Active Learning Classroom (ALC), and how these different methods of delivery influence student learning. This presentation will discuss a Teaching As Research Project (TARP) which measured short-term and long-term student learning, and evaluated how this correlated (or not) with the active learning methods used throughout an introductory-level Geology course.

Course content was delivered to students in the following five ways: 1) Traditional Lecturing; 2) Individual in-class activity, not assessed; 3) Individual in-class activity, assessed; 4) Group in-class activity, not assessed; and 5) Group in-class activity, assessed. Activities were assigned in-class during both class periods (Tuesdays and Thursdays). Activities assigned on Tuesdays were not assessed. Activities assigned on Thursdays were assessed. Clickers were used to assess student learning on the short term (content evaluated at the start and end of class: pre and post) and long term (content evaluated throughout the semester). Clicker questions covered content that was delivered variably through the 5 teaching methods stated. The effectiveness of the teaching delivery method in a non-traditional classroom was also evaluated by assessing the % of correct answers in the both course exams.

Preliminary conclusions indicate that students are grade driven, as shown by the attendance figures where higher numbers of students were present in class on days during which graded assignments were assigned (Thursdays). On the short term, from pre-class questions, 36.63% of answers were correct (±18.34% at 1SD, n=58), with a median value of 34.55%. This can be compared to an average of 68.99% of correct answers (±16.86% at 1SD, n=58), with a median value of 71.09%, for the same set of clicker questions asked at the end of the class period. How student learning correlates to specific teaching delivery methods over the long-term (semester) will be presented.