CONSENSUS-BASED EDUCATION: ITS EFFECT ON COLLEGE STUDENTS’ ACHIEVEMENT IN BIOENERGETICS AS MODERATED BY GENDER AND LEARNING STYLES

Eddie G. Fetalvero

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CONSENSUS-BASED EDUCATION: ITS EFFECT ON COLLEGE STUDENTS’ ACHIEVEMENT IN BIOENERGETICS AS MODERATED BY GENDER AND LEARNING STYLES

Title	CONSENSUS-BASED EDUCATION: ITS EFFECT ON COLLEGE STUDENTS’ ACHIEVEMENT IN BIOENERGETICS AS MODERATED BY GENDER AND LEARNING STYLES
Publication Type	Journal Article
Year of Publication	2017
Authors	Fetalvero, EG
Journal	Journal of Baltic Science Education
Volume	16
Issue	4
Start Page	533-548
Pagination	Continuous
Date Published	August/2017
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	achievement in bioenergetics, consensus-based education, educational decision-making, gender effect, learning style effect
Abstract	Involving students in making an educational decision is claimed to produce better outcomes. The effect of consensus-based education (CBE) on achievement in bioenergetics as moderated by gender and learning styles was determined. Two undergraduate biology classes were compared employing the quasi-experimental design, one using CBE and the other taught the conventional way. The Biology Achievement Test (BAT) was the main data collection tool used, supplemented with questionnaires, learning style inventory, videos, journal, and informal interviews. ANCOVA tested the effect of educational approach and the moderating effects of gender and learning styles while t-test compared the BAT scores between the groups. Results show that CBE can be a feasible alternative approach to teaching biology as it fairly addresses issues on gender and learning styles. It has also helped students develop their reasoning skills and improve their appreciation of democratic practices in the classroom.
URL	http://oaji.net/articles/2017/987-1503905085.pdf
DOI	10.33225/jbse/17.16.533
Refereed Designation	Refereed
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