Impact on Student Learning (ISL):
Understanding RNA and Protein Synthesis
INTRODUCTION
As a part of their Student Teaching semester, teacher
candidates complete an assignment entitled: Impact on
Student Learning. This project is completed to
demonstrate the candidate's ability to analyze,
understand, and contribute to student growth. This
research analyzes the academic growth that a group of
thirty tenth-graders made within a DNA, RNA, and
Protein Synthesis mini-unit. The mini-unit focused on
the Common Core Standards and Illinois Biology Story
Line for examining disease through lessons about
cancer, mutations, and different types of cells. During
this research, thirty students were given a ten-question
multiple choice and short answer pre-assessment. The
results of that Common Assessment were analyzed, so
instruction could be created to teach students concepts
they did not have mastery of before the mini-unit of
study. Students were openly taught the processes of
building RNA from DNA and creating amino acids
though using transcription and translation with
whole-class instruction, group collaboration, and
creative exercises. The data for this research was
gathered from one segment of tenth-grade Biology in
the Rochester Community Schools. The data was
obtained through formative and summative
assessments, which included interactive/online
simulations, comprehension mini-assessments,
learning groups, and pre and post-assessments.
ACKNOWLEDGMENTS
This research could not have been completed without the
contributions of the following:
● Rochester University
● Rochester Community Schools
● Dr. Mel Blohm
● Dr. Jim Conlen
● Mentor teacher, Tricia Williams
● The 2022 6th hour Biology students
● Stoney Creek High School
Lauren Hope | Secondary Education: Integrated Science, Rochester University
Sponsor: Dr. Mel Blohm
PRE-ASSESSMENT
3.3%
20.0%
23.3%
53.3%
Above are the categories that students were placed in based on
their pre-assessment result. The average was 41.5%.
PRE-ASSESSMENT RESULTS
During this research, thirty students were given a ten-question
multiple choice and short answer pre-assessment. The assessment
was created based off of the Common Core Standards of the
disease unit requirement for Biology students. It was used to
assess student progress and teacher effectiveness. The results
showed that 73.4% of the students did not have mastery of
knowledge on the topics of DNA, RNA, and Protein Synthesis. Out
of the thirty students tested, 20.0% were categorized as “Below
Basic,” 53.3% were considered “Basic,” 23.3% exhibited
“Proficient” understanding, and only 3.3% had “Advanced”
understanding of the material.
STUDENT GROWTH
Throughout the unit, the students were assessed on their
understanding of the DNA, RNA, and Protein Synthesis concepts
through a variety of formative assessments: worksheets,
interactive/online simulations, group work, and hands-on
mini-projects. As the work was assessed, the lessons were further
structured to meet the changing needs of the diverse group of thirty
students. When work was completed, and it was clear that the
students did not understand or grasp the lesson, more instruction
was given or assignments were created to teach that concept
further. The thoughtful forming, assessing, and adjusting of this
mini-unit supported student growth because the instruction was
personalized to the specific needs of the students. Each lesson
was purposefully developed to help the students master the
Common Core Standards for the disease unit in Biology.
POST-ASSESSMENT
3.1% 3.1%
9.4%
84.4%
Above are the categories that students were placed in based on
their post-assessment result. The average was 88%.
POST-ASSESSMENT RESULTS
After open, deliberate instruction, the post-assessment shows that
93.8% of the students achieved mastery, while 3.1% improved to
basic understanding, and only 3.1% were considered far below
basic. Of the students who mastered the material, 9.4% are
categorized as advanced due to their scores on the assessment.
FORMATIVE ASSESSMENT
Below is an example of one of the formative assessments the
students completed. In this assignment, the students used
transcription and translation to turn the p53 gene’s DNA into RNA,
and then the RNA into amino acids. Students were asked to do this
twice: one with the normal p53 gene and the other with the
mutated p53 gene. After translating both into amino acids, the
students were asked to identify what type of mutation occurred.
TEACHING TO STUDENT NEEDS
Once the results of the pre-assessment were evaluated,
a student-centered mini-unit was created to meet the
specific needs of the thirty students. Structured lessons
were created to focus on the material the students did
not understand or grasp. These lessons were made to
teach to the Multiple Intelligences. Students were openly
taught lessons about DNA, RNA, and Protein Synthesis
through whole-class instruction, group collaboration,
and creative exercises. The students worked with the
different topics in a variety of ways: individually, in small
groups, and as a whole class. Students were asked to
complete activities that required higher-order thinking
skills, like being able to translate RNA into amino acids
using a codon chart. The students also completed
creative activities like building RNA using online,
interactive simulations. They often collaborated in their
table groups, as Biology lesson plans are structured to
allow the students to work together.
CONCLUSIONS
The comparison of the results of the pre-assessment to
post-assessment data showed that the student-driven
instruction ultimately had a positive impact on learning
for most students. Although a total of 6.2% of the thirty
students did not achieve mastery on the
post-assessment, the class averages did improve from
a 41.5% on the pre-assessment to an 88% on the
post-assessments. That is similar to doubling the
pre-assessment average score to receive the
post-assessment average score. Through the variety of
assessment forms, students were able to understand
the different components of DNA, RNA, and Protein
Synthesis. Students were able to grasp the different
segments that make up a nucleotide of RNA, to
compare and contrast DNA and RNA, and to apply their
understanding of transcription and translation using a
codon chart and the three forms of RNA: mRNA, tRNA,
and rRNA. The post-assessment was longer than the
pre-assessment: it was a twenty-question multiple
choice and short answer quiz. With this being said, one
is able to see that the students were not only able to
improve their understanding from the pre-assessment,
but also apply it to additional situations and conditions.