Abstract
ABSTRACT
Active learning strategies are known to enhance student understanding of STEM concepts, including immunology and microbiology. These subjects include many complex and interconnected concepts that students may find difficult to understand and retain over time. This multi-institutional study evaluated changes in students’ immediate learning, delayed retention of immune-cell concepts, and perceptions following a newly developed classroom debate activity. The debate was implemented at two community colleges and one Research Colleges and Universities (RCU) institution. Students worked in small groups to research their assigned immune cells and prepare presentations and debate arguments. Learning was assessed using pre-, post-, and delayed-quizzes. Student perceptions were evaluated using a five-question survey. Students’ performance increased significantly from the pre-quiz to post-quiz. In addition, delayed-quiz scores remained significantly higher than pre-quiz scores in the combined data set. No significant difference was observed between post- and delayed-quiz scores, suggesting that the higher quiz performance observed immediately after the activity was maintained during the assessment period. Student perception responses showed positive feedback. The majority of students agreed that the debate improved their understanding, helped them analyze scientific information, and made learning more engaging. Although the single-group design does not demonstrate that the debate was more effective than other instructional approaches, the findings provide evidence that this low-cost and adaptable activity was associated with improved quiz performance, delayed retention, and positive student perceptions in small- to mid-sized undergraduate classes.