Project CHILD (Changing How Instruction for Learning is Delivered) provides an avenue for educational change using a triangulated approach. Using data from the Florida Department of Education, this research studies the Project CHILD learning approach on preparing students for success on portions of the Florida Comprehensive Assessment Test (FCAT) using results from fifteen charter schools in the state of Florida, seven participating in Project CHILD and eight non-participating charter schools for the 2008-2009 school-year. Dispersion statistics such as range and standard deviation as well as independent t tests are computed to compare the percentage of students in grades three to five scoring levels 3 and higher on the reading and mathematics portions, and fourth grade students scoring a 3.5 or higher on the writing assessment of the FCAT. Project CHILD schools had smaller ranges and standard deviations in the majority of the comparisons. Descriptively, this suggests that students in the Project CHILD schools are performing closer to the school average. There were no statistically significance differences between the Project CHILD schools and non-Project CHILD schools for grade level comparisons, nor on any grade level aggregate outcomes (i.e., grades 3-5 school FCAT reading, mathematics, or writing mean). However moderate effect sizes were seen for reading in grade four and writing assessments in grade four. The non-statistically significant findings were likely due to low power, and the moderate effect sizes suggest evidence of practical significance.

Biochemistry has continued to be one of the most complex and important subjects in science education. The purpose of this research is to investigate active learning implementation methods in a Biochemistry I context to determine the most effective means of preparing current science undergraduates. Two Biochemistry I classes over two semesters were analyzed in this study, with class A using a variable active learning schedule and class B using a consistent active learning schedule. Four aspects were analyzed to determine active learning validity: perception of different active learning properties, standardized final exam grades, class grade, and teaching implementation. The consistent schedule of daily active learning in class B showed an increase in mean final exam score by 12.72%, significantly improved mean student grade in the class from a high C to a low B (p= 0.0038), and comparing student perception of active learning data, showed a significant decrease in student desire for passive learning (p= 0.025), increased desire for active learning (p= 0.022), and increased desire for flipped classrooms (p= 0.042) after first experiencing opposite results in the first semester of implementation which had increased desire for passive learning (p= 0.003) and teacher-centric learning (p= 0.026). A variable active learning schedule showed no significant values besides an increase in individual learning desire (p= 0.037) and a marginally significant increase in desire for passive learning (p= 0.053) both in its second semester of implementation. This research supports that a consistent, daily active learning curriculum making up approximately 40-50% of daily instruction is preferable compared to a variable lecture schedule with active learning days in between lecture days in undergraduate Biochemistry I large-class instruction given that professors perform it over multiple semesters.

The geology learning environments in college generally fall into three categories: learning based on lectures, field excursions, and laboratory activities. Engaging students in these environments and developing their interest, critical thinking skills, and problem-solving ability have always been challenging in college geology education. This research developed virtual learning methodology and integrated it into traditional geology education to achieve active learning in order to engage students in the learning process. Virtual geology learning tools (VGLTs), high-resolution virtual representation of geologic objects and/or the realistic virtual 3D environment embedded with real-world terrains and animated photorealistic game objects, are the outcome of the effort. VGLTs were integrated into different college geology learning environments and were tested for their effectiveness. The primary finding of this study is that integrating VGLTs into traditional college geology education was affirmed by geology professionals and non-professionals as being helpful in creating effective learning environments that can facilitate the active learning of students in both formal and informal educational settings. VGLTs helped address students’ needs in many aspects of college geology education by utilizing interactive and realistic virtual technologies. VGLTs are important because they can help address different aspects of traditional college geology learning, increasing the versatility and integrity of virtual learning in tandem with traditional learning. However, VGLTs should not replace learning in the physical environment since geology is a discipline that aims to increase our understanding of the physical world.

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