Undergraduate students who are not science majors frequently experience anxiety, low confidence, and limited engagement in required science courses. These challenges are often more pronounced among students from diverse international educational backgrounds with limited prior exposure to laboratory-based learning. The present study investigates the perceived impact of newly implemented hands-on, in-person laboratory sessions on undergraduate arts students enrolled in introductory science courses at the University of Canada West. A quantitative survey-based design was employed to collect data from approximately 700 undergraduate students enrolled in introductory Biology, Ecology, and Physical Geography courses. The Lab Experience Survey measured students’ perceptions of laboratory quality, clarity of instruction, understanding of course material, motivation and interest in science, collaboration with peers, and the perceived necessity of in-person laboratory sessions for learning. Reliability, descriptive, and inferential statistical analyses were conducted using SPSS. Preliminary findings demonstrate highly positive student perceptions of the laboratory experience across multiple dimensions. Students indicated that the laboratory sessions enhanced their understanding of scientific concepts, increased engagement and motivation, and improved opportunities for collaborative learning. Positive associations were observed between perceived laboratory quality and perceived learning outcomes. These results suggest that purposefully designed in-person laboratory experiences may support non-science majors in developing greater confidence and interest in science education. This study contributes to the scholarship of teaching and learning by providing evidence of the pedagogical value of hands-on science laboratories designed specifically for non-science-major populations in diverse higher education contexts.

Authors:
Zahra Moradi, University Canada West, Canada
Prashant Kumar, University Canada West, Canada
Regan Zhang, Mendel's, Canada
Mostafa Javanmehri, Acsenda School of Management, Canada

About the Presenter(s)
Zahra Moradi, PhD, is an Assistant Professor at University Canada West. Her teaching and research focus on biology, ecology, sustainability, research methods, and student learning and engagement in higher education.

Connect on Linkedin
https://www.linkedin.com/in/zahra-moradi-phd-mba-09834a90

Connect on ResearchGate
https://www.researchgate.net/profile/Zahra-Moradi-Tarnabi

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