Usage of Spaced Repetition Flashcards to Improve Educational Outcomes in Microbiology
. 2024 Oct 7;16(10):e70994.
doi: 10.7759/cureus.70994.
eCollection 2024 Oct.
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Abstract
Introduction: Spaced repetition flashcards and other instructor-made resources are beneficial tools for students in content-dense introductory courses, particularly in the sciences. This study seeks to evaluate whether instructor-made, spaced repetition flashcards affect students’ performance on the exams and their self-concept as it pertains to a newly introduced discipline (microbiology). Methods: Students enrolled in a bachelor’s level introductory microbiology course utilized a spaced repetition flashcard software to scaffold their review of course material productively. Exam scores and student perceptual data from institutionally validated surveys were then compared using parametric T-testing. Results: While overall performance on the exams was unchanged (p = 0.2657), there were significant changes in student perception. Most notably, students’ confidence in their ability to succeed improved (p = 0.0066), along with their belief that the course made them think like a microbiologist (p = 0.0011). They also felt that this was an effective instructional approach (p = 0.0076). Conclusion: These results suggest that students can better engage with and feel confident in understanding the material presented, even if their exam scores did not drastically improve. Further studies should evaluate how resources like the one trialed here can be implemented to improve students’ self-concept and learning.
Keywords:
flashcards; microbiology education; scaffolding; spaced repetition flashcards; undergraduate sciences education.
Copyright © 2024, Ogunjobi et al.
Conflict of interest statement
Human subjects: Consent was obtained or waived by all participants in this study. Institutional Review Board, The University of North Carolina at Chapel Hill issued approval 19-2126. The methods of this study were reviewed by the Institutional Review Board of the University of North Carolina at Chapel Hill (UNC), which determined it to be exempt from federal human subject research regulations (UNC IRB Number 19-2126). Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work.
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