Prescribed active learning increases performance in introductory biology

We tested five course designs over two quarters of instruction in an attempt to lower the traditionally high failure rate in a gateway course for Biology majors. Prescribed active learning strategies included daily multiple‐choice questions which were answered with clickers or cards and weekly written exercises of exam‐type questions done alone or in a study group. We found a significant increase in the pass‐rate of students in this class when daily practice via prescribed (graded) active learning exercises were instituted.