This paper reviews student performance in freshman Biology through a lab and activity based approach. Students used various manipulatives designed by the teacher, conducted several labs, and engaged in other activities designed for this hands on approach to learning. This study took place throughout many units of a yearlong course in Biology in an urban, public school district in a cooperative learning environment. Two classes of 30 and 32 students were involved in this study. The results based on pretest and posttest data suggest that an activity-based approach for teaching science concepts increased student performance and motivation overall. Students surveyed claimed better information retention when practiced and enriched through multiple labs and activities for various subjects. More student engagement was seen by the instructor when compared to previous years. The cooperative learning environment in which activities were conducted in proved to have positive effects.
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