Consensus-Based Instruction: Effects on Students’ Attitude Towards Biology and Achievement in Bioenergetics

Abstract

In this study, the effects of consensus-based instruction (CBI) on attitude towards biology and achievement in biocnergctics of college students in a biological science class were investigated. The aim was to compare the CBI class with the class taught using the conventional instruction approach (CIA) in terms of their component and overall posttest mean scores in the Attitude Towards Biology Scale (ATBS) and their post1est mean scores in the Bioenergetics Achievement Test (BAT). The moderating effects of sex and learning styles as well as the relationship between students' attitude and their achievement were also examined.

Two intact classes were compared using the non-equivalent pretcst-posttest control group quasi-experimental design. One group used CIA while the other employed the CBI approach. In CBI, students were given the chance to raise an issue in the learning plan, negotiate, propose an alternative, participate in a 'grand conversation', decide using consensus, and adhere to the agreed implementation process. They were also tasked to arrive at a consensus answer on a focus question related to the day's lesson. Aside from the standardized Canfield Learning Style Inventory, data were collected using expert-validated researcher-made instruments tested for reliability such as the Learning Needs Analysis Protocol, Questionnaire on the Importance of Democratic Practices in Classroom, A TBS and BAT. Videos, journal and informal interviews were used as additional data sources.