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Impact of Concurrent Enrollment in Animal Reproduction Laboratory and Lecture Courses

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  • Additional Information
    • Availability:
      North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/
    • Peer Reviewed:
      Y
    • Source:
      6
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Animal Husbandry; Agricultural Education; Laboratories; Lecture Method; Experiential Learning; Undergraduate Students; State Universities; Academic Achievement; Student Attitudes
    • Subject Terms:
      Kansas
    • ISSN:
      0149-4910
    • Abstract:
      An animal reproduction course is a common degree program requirement of animal science majors though variation exists as to how learning outcomes are achieved. Universities either offer laboratory experiences as a part of their lecture content or as a separate course, which may or may not be required depending on the university, and others offer species-specific reproduction courses as electives. At the study institution, student learning outcomes and structure of the laboratory course were designed to provide hands-on learning opportunities, which coincided with concepts discussed in lecture. A total of 307 students, of which 95 were concurrently enrolled in the laboratory and lecture and 212 were enrolled in lecture only, were included in the analysis. Students concurrently enrolled in laboratory and lecture had a greater (P<0.001) final course percentage in the lecture compared with those enrolled in lecture alone. Students in the science degree option had a greater (P<0.03) final lecture course percentage compared with those in the production degree option, and juniors had a greater (P=0.05) final course percentage when compared with sophomores. At the end of the semester, students were surveyed about the perceived value of the laboratory course on their learning. Among students enrolled in laboratory sections, 98.4% indicated the hands-on activities improved their knowledge of course content in lecture. These student beliefs are supported by our results, which suggest taking the laboratory and lecture concurrently improves student final course percentages.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1486401