Interactive Evolution Modules Promote Conceptual Change

Abstract

We developed a suite of online modules ( http://ats.doit.wisc.edu/biology/ ) to improve student understanding of challenging concepts in our introductory biology course at the University of Wisconsin-Madison. Here we assess the effectiveness of two of the modules, Species and Speciation and Natural Selection. In Year 1, unannounced pre-tests and post-tests were used to assess students’ prior knowledge and any gains resulting from lecture attendance alone. Then to test the effectiveness of the modules we divided the class into three groups. Group 1 was assigned the interactive speciation module and their analysis of the final case study in the module was graded. Groups 2 and 3 were controls. In Group 1, the subgroup of students whose mean scores on the first two exams in the course were <80% scored an average of 10.5 percentage points better on exam 3, a significant improvement. In contrast, none of the other student groups showed significant improvements in their grades. In Year 2, we tested the effectiveness of the online modules when offered as optional, ungraded, activities. We again saw significant improvement (+3.8 percentage points) only in those students who completed the modules and whose averages on the previous two exams were <80%. The differences in improvement between years 1 and 2 suggest that it is not enough simply to provide students with tools that help them learn; they also need an incentive in the form of a grade or course credit to use the tools most effectively.

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