Evaluating Computer Lab Modules for Large Biology Courses
MARY B. NAKHLEH, DEANNA L. AUBERRY, DAVID C. EICHINGER, Purdue University, United States
JCMST Volume 19, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This article reports a two-year investigation of students' percep-tions of computer laboratory modules (CLM's, also known as Bio LabStations) in a university-level, non-majors biology se-quence. During the 1995-1996 academic year, we conducted field observations of students' use of the CLM's for two semesters. At the end of the second semester we developed, administered, and analyzed a written survey (n=626). During the 1996-1997 academic year, written survey responses (n=1143) and focus group discussions (n=17) were conducted to investigate stu-dents' perceptions of the advantages/disadvantages of using computers in the lab, how the computer affected learning, and their most/least liked computer experiments. Data analyses in-cluded statistical analysis of survey questions, coding of stu-dents' written answers to free response questions, and transcript analysis of focus group discussions. The data (a) provide a de-tailed profile of the students' perceptions of the utility of CLM's and sets of characteristics which students perceive as strengths and weaknesses of computer lab modules and (b) begin to explore the different ways in which males and females view the CLM's.
NAKHLEH, M.B., AUBERRY, D.L. & EICHINGER, D.C. (2000). Evaluating Computer Lab Modules for Large Biology Courses. Journal of Computers in Mathematics and Science Teaching, 19(3), 253-275. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)