Using Consensus in Instructional-Decision Making Helps Improve Undergraduate Students‟ Attitude towards Biology

The quality of science teaching the students experience is claimed to be the strongest influence in the development of positive attitude towards science, the sine qua non for its public appreciation. In this fully video-documented quasi-experimental study, the effect of using consensus in instructional-decision making on students’ attitude towards Biology in undergraduate biological science class was tested. Covering the unit in bioenergetics, two classes were compared. One class was taught using conventional instruction while the other used the consensus process. In the consensus class, students raised an issue in the learning plan, negotiated, proposed an alternative, participated in a ‘grand conversation’, made decisions using consensus, and adhered to the agreed instructional activities. They were further grouped and were tasked to arrive at a consensus answer on a focus question related to the lesson discussed. Both classes were pre-tested and post-tested with the Attitude towards Biology Scale. Analysis of covariance showed that the intervention is effective in improving students’ overall attitude towards Biology specifically in developing a positive perception of the biology teacher, improving keenness to learn Biology and enhancing enjoyment of the subject. Findings provide an empirical support on the use of consensus as an approach in instructional decision making.

Keywords – instructional decision-making, consensus in the classroom, consensus, attitude towards Biology, undergraduate biology