Abstract
Introductory laboratory courses are a standard component of undergraduate science programmes and historically taught using direct instruction/confirmatory lab models. Previous studies have shown that inquiry-based labs enhance student engagement in science courses. However, research on how direct instruction introductory lab courses effectively engage undergraduate students is lacking. This study, therefore, using a mixed model design, examined student engagement in an introductory direct instruction microbiology lab. Data was collected through self-report surveys, classroom observations, and interviews at a Midwestern, post-secondary institution in the USA. The findings suggest that students found the lab activities engaging. This study provides baseline data which describes student engagement and student perspectives in a direct instruction undergraduate microbiology lab course. This baseline data can be used in further research against which comparisons can be made when studying other types of lab teaching interventions.
Acknowledgement
We are grateful to all students who participated in this research.