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High School and College Biology: A Multi-Level Model of the Effects of High School Courses on Introductory Course Performance

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Title: High School and College Biology: A Multi-Level Model of the Effects of High School Courses on Introductory Course Performance
Language: English
Authors: Loehr, John F., Almarode, John T., Tai, Robert H., Sadler, Philip M.
Source: Journal of Biological Education. 2012 46(3):165-172.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Higher Education
Descriptors: High Schools, Introductory Courses, Investigations, Prior Learning, Biology, Secondary School Teachers, Sciences, Educational Experience, High School Students, College Students, Higher Education
Geographic Terms: United States
DOI: 10.1080/00219266.2011.617767
ISSN: 0021-9266
Abstract: In a climate where increasing numbers of students are encouraged to pursue post-secondary education, the level of preparedness students have for college-level coursework is not far from the minds of all educators, especially high school teachers. Specifically within the biological sciences, introductory biology classes often serve as the gatekeeper or a pre-requisite for subsequent coursework in those fields and pre-professional programmes (eg pre-medicine or pre-veterinarian). Thus, how helpful high school science and mathematics experiences are in preparing students for their introductory biology classes is important and relevant for teachers, science educators and policy makers alike. This quantitative study looked at the association between students' high school science and mathematics experiences with introductory college biology performance. Using a nationally representative sample of US students ("n" = 2667) enrolled in 33 introductory college biology courses, a multi-level statistical model was developed to analyse the association between high school educational experiences and the final course grade in introductory biology courses. Advanced high school science and mathematics coursework, an emphasis on a deep conceptual understanding of biology concepts and a prior knowledge of concepts addressed in well-structured laboratory investigations are all positively associated with students' achievement in introductory college biology. (Contains 1 table.)
Abstractor: As Provided
Number of References: 27
Entry Date: 2012
Accession Number: EJ976514
Database: ERIC
FullText Text:
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  Data: High School and College Biology: A Multi-Level Model of the Effects of High School Courses on Introductory Course Performance
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  Data: <searchLink fieldCode="AR" term="%22Loehr%2C+John+F%2E%22">Loehr, John F.</searchLink><br /><searchLink fieldCode="AR" term="%22Almarode%2C+John+T%2E%22">Almarode, John T.</searchLink><br /><searchLink fieldCode="AR" term="%22Tai%2C+Robert+H%2E%22">Tai, Robert H.</searchLink><br /><searchLink fieldCode="AR" term="%22Sadler%2C+Philip+M%2E%22">Sadler, Philip M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Biological+Education%22"><i>Journal of Biological Education</i></searchLink>. 2012 46(3):165-172.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/00219266.2011.617767
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  Label: Abstract
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  Data: In a climate where increasing numbers of students are encouraged to pursue post-secondary education, the level of preparedness students have for college-level coursework is not far from the minds of all educators, especially high school teachers. Specifically within the biological sciences, introductory biology classes often serve as the gatekeeper or a pre-requisite for subsequent coursework in those fields and pre-professional programmes (eg pre-medicine or pre-veterinarian). Thus, how helpful high school science and mathematics experiences are in preparing students for their introductory biology classes is important and relevant for teachers, science educators and policy makers alike. This quantitative study looked at the association between students' high school science and mathematics experiences with introductory college biology performance. Using a nationally representative sample of US students ("n" = 2667) enrolled in 33 introductory college biology courses, a multi-level statistical model was developed to analyse the association between high school educational experiences and the final course grade in introductory biology courses. Advanced high school science and mathematics coursework, an emphasis on a deep conceptual understanding of biology concepts and a prior knowledge of concepts addressed in well-structured laboratory investigations are all positively associated with students' achievement in introductory college biology. (Contains 1 table.)
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