Full Text Journal Articles by
Author Benjamin J England

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Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?

Elisabeth E Schussler, Maryrose Weatherton, Miranda M Chen Musgrove, Jennifer R Brigati, Benjamin J England,

The use of active learning in the undergraduate biology classroom improves student learning and classroom equity, but its use can lead to student anxiety. Instructors can reduce student anxiety through practices that convey supportiveness and valuing of students. We collected students' ratings of their classroom anxiety and perceptions of their ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar29]

Cited: 0 times

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How do undergraduates cope with anxiety resulting from active learning practices in introductory biology?

Jennifer R Brigati, Benjamin J England, Elisabeth E Schussler,

Active learning pedagogies decrease failure rates in undergraduate introductory biology courses, but these practices also cause anxiety for some students. Classroom anxiety can impact student learning and has been associated with decreased student retention in the major, but little is known about how students cope with anxiety caused by active ... Read more >>

PLoS One (PloS one)
[2020, 15(8):e0236558]

Cited: 0 times

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Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses.

Benjamin J England, Jennifer R Brigati, Elisabeth E Schussler, Miranda M Chen,

Students respond to classroom activities and achievement outcomes with a variety of emotions that can impact student success. One emotion students experience is anxiety, which can negatively impact student performance and persistence. This study investigated what types of classroom anxiety were related to student performance in the course and persistence ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2019, 18(2):ar21]

Cited: 5 times

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Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major.

Benjamin J England, Jennifer R Brigati, Elisabeth E Schussler,

Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can ... Read more >>

PLoS One (PloS one)
[2017, 12(8):e0182506]

Cited: 7 times

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