Exploring Students' Perceptions of Active Learning Practices and Their Role in Critical Thinking Development in Undergraduate Biology Education Kwame Kyeremah * Project Mentor(s): Ian Quitadamo, PhD Background: Critical thinking is a central outcome of undergraduate education, yet measurable progress remains limited despite widespread adoption of active learning in STEM courses. How students perceive these practices in relation to their critical thinking development remains underexplored. Purpose: This study examines undergraduate biology students' perceptions of active learning, the mindsets they bring to these experiences, and how self-reported development relates to standardized critical thinking performance. Methods: A convergent mixed-methods design was employed with 45 participants in BIOL 213: Introduction to Biostatistics at Central Washington University (Winter 2026). Data were collected through a semi-structured questionnaire, an open-ended mindset survey, and pre- and post-administration of the California Critical Thinking Skills Test with Numeracy (CCTST-N). Results: CCTST-N scores showed a positive but statistically non-significant increase from pre- to post- test. Mindset survey responses reflected meaningful positive shifts in students' self-perceived reasoning and confidence. Thematic analysis identified collaborative problem-solving and inquiry-based tasks as the most valued active learning practices, with growth-oriented mindsets associated with deeper engagement and perceived critical thinking gains. Significance: The alignment between modest quantitative trends and positive qualitative accounts suggests that active learning may support incremental critical thinking development in undergraduate STEM education. Findings highlight the role of student mindset in shaping engagement and offer practical guidance for student-centered instructional design. Larger samples and extended intervention periods are recommended for future research.
Presentation Type: Oral Presentation (May 20, 9:30am–5:00pm) Keywords: active learning, critical thinking, STEM education SOURCE Form ID: 225
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