@article{education2015358,
author={{Singh, Mamta and West, Sandra},
title={Entry-Level Biology Courses for Majors and Non-Majors: Performance and Assessment},
journal={American Journal of Educational Research},
volume={3},
number={5},
pages={581--587},
year={2015},
url={http://pubs.sciepub.com/education/3/5/8},
issn={2327-6150},
abstract={The purpose of the study was to assess studentsĄ¯ performance in entry-level biology courses. The instruments used for this study were pre-post content knowledge tests to address two research questions: 1. Did studentsĄ¯ scores improve from pre-to post- tests and were there differences between cohort one and cohort two on the content knowledge test in Functional and Orgaismal Biology? 2. Did students correctly answer more questions at the three higher levels of BloomĄ¯s taxonomy test from pre-to post-tests and were there differences in cohorts on the content knowledge in Functional Biology and Organismal Biology? The results indicated that studentsĄ¯ scores on the content knowledge tests increased from pre-to post- tests and the difference was statistically significant (P<0.05) between cohort one and cohort two on the content knowledge test in Functional and Orgaismal Biology. Furthermore, the students were able to answer higher order thinking skill questions on the post-test and pre-posttestsĄ¯ scores difference were statistically significant (p<0.05).},
doi={10.12691/education-3-5-8}
publisher={Science and Education Publishing}
}