Unintentional disengagement is a factor in the failure of a final exam
in a moderate-structure cell biology course
Abstract
This study is situated in the problem of student retention in a
first-year science course at a large, open-enrollment university. The
study examines student performance in a moderate-structure cell biology
course characterized by group classroom activities, frequent knowledge
quizzes, a mid-semester exam, and a moderate impact final exam. The
design is learning-oriented with a gradual transition from an external,
instructor-based arrangement, to an internal, student-based arrangement.
Although, consistent with numerous reports, we observe much better
overall student performance in this course format, the improvement is
largely due to scores on the quizzes and mid-semester exam, with little
improvement on the end-of-semester final exam. Using self-reports,
scores, and learning analytics from a population of 462 students, we
sought to understand what factors contributed to this phenomenon. We
found that despite good intentions, an awareness of essential cognitive
skills, and an a priori appreciation of the subject matter, about a
quarter of the students dramatically reduced their viewing of web-based
learning materials in the period leading up to the final exam. This
group scored well below average. We conclude that unintentional
disengagement is a factor in failing the final exam.
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