Improving Retention Rates in Biochemistry: A Quasi-Experiment

A pedagogical approach to improve retention rates in a rigorous biochemistry course was studied. A quasi-experimental design was used in which the first three semesters provide data on the control group using traditional pedagogy consisting of forty, 50 minute lectures. The treated groups provided data over the subsequent three semesters. Treatment consisted of a pre-test for existing knowledge, a lecture on leadership and group dynamics, and assignment of students to heterogeneous homework groups based on the pre-test. Findings are based on researchers' observations and comparative statistics. Variables were percentage of students who received a final passing grade, and percentage of students who received a failing grade or dropped the course. The treatment cost of one class period was worth the benefits of increased student content contact time and a 23% increase in retention (P<0.05).