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The Model of the Use of Evolutionary Trees (MUET)-curricular module that systematically and comprehensively introduces the learning of evolutionary trees for the lower-level college students was developed and implemented in an introductory organismal biology laboratory course at a mid-size, doctoral degree-granting institution. A quasi-experimental, nonrandomised control group, pretest–posttest research design was used to assess students' improvement of their tree-thinking ability. In this study, the students in the MUET-curricular module were the experimental group ( N  = 174) and the students in the traditional curricular module were the control group ( N  = 170). Paired  t -test results revealed a statistically significant increase in students' tree-thinking ability in the MUET-curricular module ( t (173) = −4.38;  p  &lt; 0.001). Wilcoxon signed rank test results demonstrated a statistically significant increase in students' self-reported perceptions of their tree-thinking ability in the cognitive dimension in the MUET-curricular module ( z  = −5.68,  p  &lt; 0.01,  r  = −0.32). Results show that the MUET-curricular module can be used in the introductory biology contexts as an effective teaching resource in the teaching and learning of tree-thinking.

Implementation and evaluation of the Model of the Use of Evolutionary Trees (MUET) curricular module in an introductory organismal biology course