Proceedings of the 8th International Academic Conference on Teaching, Learning and Education
Year: 2024
DOI:
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The Impact of Pre-laboratory Digital Resources on Student Engagement and Learning in Practical-Based Biochemistry
Sinéad Devery, Mary Booth, Carmel Kealey, Edwin McCullagh, Ann O’Malley, Seán Reidy, Brian Murphy, Denise Rooney, Frances Heaney, Carmel Breslin, Aoife Morrin, Eric Moore, Christopher Burke, Bernard Drumm and Ronan Bree
ABSTRACT:
This study investigates the effect of structured pre-laboratory activities on student performance in a laboratory-based course. The primary aim was to assess how pre-laboratory digital resources influence students’ performance across three key areas: (1) preparedness (2) reporting of laboratory findings and (3) overall competency in the lab. Two cohorts were compared: one group received no pre-laboratory learning resources while the other engaged with well-defined pre-laboratory activities. Specifically, student preparation and execution of laboratory techniques was evaluated via online multiple-choice quizzes (MCQs) and direct observation. Ability to interpret and report data was assessed via ‘structured’ post-lab reports, with overall laboratory competency quantified via an end of semester practical exam. Generally, students who engaged in pre-laboratory activities demonstrated an improvement in specific areas. Understanding and readiness was evidenced by pre-lab MCQ scores and enhanced performance during laboratory sessions. Post-lab reports were more specific and accurate compared to students who did not undergo pre-lab preparation, whilst end of semester practical exam results largely indicate a positive impact on students’ learning. Qualitative assessment of the effectiveness of pre-laboratory digital resources was also conducted via focus groups and surveys. Overall findings suggest integrating pre-laboratory quizzes, instructional videos and virtual labs impacts students’ competency and overall performance offering valuable insights for educators seeking to overcome pedagogical limitations associated with traditional laboratory instruction. Future work will focus on maximising student engagement and learning by optimising the design and delivery of such pre-laboratory resources, together with proactive UDL approaches during laboratory classes, ultimately generating industry-ready graduates.
keywords: competency; pedagogy; technology; UDL; virtual labs