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首页> 外文期刊>CBE Life Sciences Education >The Effect of a Paired Lab on Course Completion and Grades in Nonmajors Introductory Biology
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The Effect of a Paired Lab on Course Completion and Grades in Nonmajors Introductory Biology

机译：配对实验室对非媒体介绍性生物学的课程完成和等级的影响

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This paper explores the effect of a paired lab course on students’ course outcomes in nonmajors introductory biology at the University of Alaska Anchorage. We compare course completion and final grades for 10,793 students (3736 who simultaneously enrolled in the lab and 7057 who did not). Unconditionally, students who self-select into the lab are more likely to complete the course and to earn a higher grade than students who do not. However, when we condition on observable course, academic, and demographic characteristics, we find much of this difference in student performance outcomes is attributable to selection bias, rather than an effect of the lab itself. The data and discussion challenge the misconception that labs serve as recitations for lecture content, noting that the learning objectives of science labs should be more clearly articulated and assessed independent of lecture course outcomes.
机译：本文探讨了阿拉斯加大学锚地临床生物学中学生课程成果的配对实验室成果的效果。 我们比较10,793名学生的课程完成和最终成绩（3736谁同时注册实验室和7057年没有）。 无条件地，自我选择进入实验室的学生更有可能完成课程并获得比没有的学生获得更高的等级。 然而，当我们在可观察课程的条件下，学术和人口特征时，我们发现学生绩效结果的大部分差异是可归因于选择偏见，而不是实验室本身的效果。 数据和讨论挑战实验室作为讲座内容的重新定位的误解，注意到科学实验室的学习目标应更明确地阐明和评估，与讲座课程成果无关。

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