Integration of Lecture and Laboratory with Implementation of Active Learning Techniques in an Undergraduate Microbiology Course
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Authors
Slowan-Pomeroy, Tina
Issue Date
2025
Type
Dissertation
Language
en_US
Keywords
5E instructional model , active learning , integrated lab-lecture , microbiology education , social constructivism , STEM equity
Alternative Title
Abstract
This quantitative dissertation explores the impact of an integrated, active-learning instructional design in an undergraduate microbiology course at a community college in Northern Nevada. Most traditional instructional models in science separate lecture and laboratory components; this results in a disjointed learning experience and limits opportunities for students to apply what they learn in meaningful, collaborative ways. To address these limitations, the redesigned course utilized Bybee’s 5E instructional model, merging lecture and lab into a single, cohesive, student-centered environment that emphasized inquiry, reflection, and peer interaction.A quasi-quantitative research design with a control group was used for this study. The experimental group combined lecture and lab components and was taught using active learning strategies to engage students. The control group followed the traditional class format, where lecture and lab were taught separately and traditional didactic lecture methods were used. The research questions for this study included comparisons of the two teaching methods between the experimental and control groups using student exam scores and final grades. Within the experimental group, pre- and post-course student survey data were analyzed to compare student course satisfaction and student self-efficacy. Additionally, the study examined the relationship between these survey measures on exam averages and final course grades in the experimental group.
Grounded in Vygotsky’s (1978) theory of social constructivism, this study analyzed student data collected over five semesters. Quantitative data included exam scores and final grades from students in both traditional and active-learning course sections. Survey responses on course satisfaction and self-efficacy from students enrolled in the modified version of the course were utilized. This study aimed to evaluate differences in students’ academic performance, their self-reported satisfaction with the course, and self-efficacy.
The results demonstrated statistically significant improvements in student outcomes within the active-learning (experimental) group. These students achieved higher exam averages and final grades compared to those in the traditional sections. Survey data showed that students who self-identified as experiencing test anxiety preferred this modified format. The findings suggest that this integrated, inquiry-based course design created a more supportive and engaging learning environment, resulting in improved academic outcomes. This model could be especially beneficial for first-generation and underrepresented students in STEM fields.
This study contributes to the growing body of research supporting active learning and integrated course design within STEM education. The findings emphasize the importance of establishing inclusive and interactive classroom environments that enhance student engagement, deepen comprehension, and promote more equitable academic outcomes.
Keywords: active learning, 5E instructional model, microbiology education, integrated lab-lecture, social constructivism, student confidence, STEM equity