scholarly journals Supporting Undergraduate Biology Students’ Academic Success: Comparing Two Workshop Interventions

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
Lauren Hensley ◽  
Amy Kulesza ◽  
Joshua Peri ◽  
Anna C. Brady ◽  
Christopher A. Wolters ◽  
...  
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Time Management ◽  
College Degree ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Effective Learning ◽  
College Biology ◽  
Teaching College

When teaching college biology students to use effective learning strategies, does it help to address both the what and the when of studying? Findings indicated that students who learned about time management in addition to metacognition had higher exam grades and commitment to earning a college degree at the end of the semester.

scholarly journals Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough

2015 ◽  
Vol 14 (2) ◽  
pp. ar15 ◽  
Author(s):  
Julie Dangremond Stanton ◽  
Xyanthe N. Neider ◽  
Isaura J. Gallegos ◽  
Nicole C. Clark
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Metacognitive Knowledge ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Self Evaluation ◽  
Metacognitive Development ◽  
Metacognitive Regulation ◽  
Introductory Biology Course

Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge—our awareness of our thinking—and metacognitive regulation—how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in a large introductory biology course (n = 245). We coded these assignments for evidence of three key metacognitive-regulation skills: monitoring, evaluating, and planning. We found that nearly all students were willing to take a different approach to studying but showed varying abilities to monitor, evaluate, and plan their learning strategies. Although many students were able to outline a study plan for the second exam that could effectively address issues they identified in preparing for the first exam, only half reported that they followed their plans. Our data suggest that prompting students to use metacognitive-regulation skills is effective for some students, but others need help with metacognitive knowledge to execute the learning strategies they select. Using these results, we propose a continuum of metacognitive regulation in introductory biology students. By refining this model through further study, we aim to more effectively target metacognitive development in undergraduate biology students.

scholarly journals The Influence of Gender and Interest on the Use of Learning Strategies in Biology Lessons

2022 ◽  
Vol 11 (1) ◽  
pp. 587-597
Author(s):  
Ricarda Corinna ◽  
Svea Isabel ◽  
Matthias Wilde*
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Gender Gap ◽  
Time Management ◽  
Learning Strategy ◽  
Study Data ◽  
Analysis Of Covariance ◽  
Teacher Behaviour ◽  
Learning Strategy Use ◽  
Tenth Grade

<p style="text-align: justify;">For biology students, the diversity, complexity, and abundance of content in this field yield a heavy study load. Hence, appropriate learning strategies are key in supporting learners’ academic success. In biology, the factors gender and interest hold a unique position within the natural sciences, as there is an academic imbalance to the disadvantage of male students. In the present study, we examined the influence of gender and interest as well as its interdependences on the students’ use of learning strategies for biology learning. A total of 180 seventh through tenth grade students (Mage=14.47; SD=1.35; 60% female) from four general-track secondary schools located in Germany participated in this study. Data on the students’ level of interest and the use of learning strategies in biology lessons were collected. We used multivariate analysis of covariance with the students’ age as the covariate to analyse our data. Results revealed a significant effect of gender on the students’ use of the learning strategies rehearsal, organisation, effort, and time management. With regard to elaboration and effort, the effects of interest were found to be significant. The gender gap regarding learning strategy use was narrower for students with high levels of interest. These findings might have implications for beneficial teacher behaviour in biology.</p>

Academic Reality Check: A Fast, Free, Practical Tool for Freshmen Retention

2020 ◽  
pp. 152102512092117
Author(s):  
Darcie L. Anderson ◽  
Tisha Hooks
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Time Management ◽  
Academic Expectations ◽  
Financial Investment ◽  
Freshmen Retention ◽  
Reality Check ◽  
Practical Tool ◽  
Organization Study ◽  
Indicator Score

With limited budgets and increasing enrollment demands, colleges need fast, free, and practical solutions supporting academic success and retention. The Academic Reality Check (ARC) tool helps to predict traditional freshmen awareness of their own academic expectations in college quickly, supporting the financial investment being made by all stakeholders. Similar inventories exist but they are costly, complicated, or both. The ARC tool is a valid, reliable, fast, free, and practical option. The ARC tool is available on a free website, so students, advisors, and faculty can access it easily. Students can complete the ARC tool in approximately 10 minutes and get an immediate academic success indicator score related to class attendance, attention, and note taking; time management and organization; study expectations and learning strategies; resources; and reading, writing, and homework.

Noncognitive Factors and College Student Success

2016 ◽  
Vol 20 (3) ◽  
pp. 308-327 ◽  
Author(s):  
Susan P. Farruggia ◽  
Cheon-woo Han ◽  
Lakeshia Watson ◽  
Thomas P. Moss ◽  
Bette L. Bottoms
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Learning Strategies ◽  
Time Management ◽  
Structural Model ◽  
Ethnically Diverse ◽  
First Year ◽  
First Year Students ◽  
Academic Behaviors ◽  
Noncognitive Factors

Farrington and colleagues developed a model that contends that academic mindsets, academic perseverance, learning strategies, social skills, and academic behaviors affect academic success. This study tests a modified version of this model with first-year students ( n = 1,603) at a large, ethnically diverse, urban university. The hypothesized structural model had acceptable fit, with minor modifications. The direct effect on academic performance of academic mindset was strong, of academic perseverance was modest, and of time management was nonsignificant. Only participants’ academic performance had a strong positive effect on retention. Few differences by ethnicity were found. As mindsets are amenable to change, with intervention programs showing promising effects, students with low scores should be targeted to receive support early in their college careers so they may succeed in college.

scholarly journals Students’ Self-directed Learning in the Context of Industrial Challenges: Latvia University of Life Sciences and Technologies Case

2019 ◽  
Author(s):  
Baiba Briede
Keyword(s):  
Learning Strategies ◽  
Time Management ◽  
Life Sciences ◽  
Further Education ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Effective Learning ◽  
Study Results ◽  
Directed Learning

Students’ self-directed learning (SDL) is analysed as a means to promote the development of professionals who are active life-long learners, ready to complex problem solving, leadership and flexible adaptation to social and economic situations. That is why the aim of the study was to analyse the components of SDL essential for nowadays socio-economic situation and to find out SDL results from the students of Latvia University of Life Sciences and Technologies (LLU). The method of questionnaire was used to investigate the students’ self-assessment on their SDL focusing on purposefulness, motivation for knowledge, implementation of effective learning strategies, responsibility, control assessment of learning progress, importance to express one’ s view and time management. The results of the study were obtained from 305 first-year students of LLU. Medium results dominate in relation to implementation of effective learning strategies, importance to express one’s view and time management. It means that preferably an electronic aid on learning strategies and more flexible learning environments for the first year students is necessary. The study results also indicate that more teaching methods promoting views expression are of high importance and should be included in further education courses for teachers. Keywords: Self-directed learning; university students; professionalism.

scholarly journals A qualitative study on self-regulated learning among high performing medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Chan Choong Foong ◽  
Nur Liyana Bashir Ghouse ◽  
An Jie Lye ◽  
Nurul Atira Khairul Anhar Holder ◽  
Vinod Pallath ◽  
...  
Keyword(s):  
Academic Success ◽  
Medical Students ◽  
Learning Strategies ◽  
Structured Interview ◽  
High Performing ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
Knowledge Based ◽  
Regulated Learning ◽  
New Strategies

Abstract Background Self-regulated learning (SRL) is an important contributing element to the academic success of students. Literature suggests that the understanding of SRL among medical students is obscure as there is still some uncertainty about whether high performing medical students use SRL. This study explored the characteristics of high performing medical students from the SRL perspective to gain a better understanding of the application of SRL for effective learning. Methods Twenty-one students who scored at the 90th percentile in written knowledge-based assessment consented to participate in this study. Each student wrote a guided reflective journal and subsequently attended a semi-structured interview. Students were prompted to explain the rationales for their answers. The data were then analysed using thematic analysis to identify patterns among these students from the SRL perspective. Two coders analysed the data independently and discussed the codes to reach a consensus. Results High performing students set goals, made plans, and motivated themselves to achieve the goals. They put consistent efforts into their studies and applied effective learning strategies. They also employed coping mechanisms to deal with challenges. High performing students regularly evaluated their performance and adopted new strategies. Conclusions This study reported that high performing students applied SRL and described the rationales of practice. Medical schools could design SRL-driven interventions to enhance the learning experiences of medical students. Recommendations are made for students on how to apply SRL.

Being Aware of Your Thinking: Examining Mindfulness and Metacognition in Undergraduate Biology Students

2016 ◽  
Author(s):  
Mikah J. Pritchard ◽  
Trisha A. Turner ◽  
Ellen L. Usher ◽  
Faith L. Jones
Keyword(s):  
Undergraduate Biology ◽  
Biology Students

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

scholarly journals The assessment of time management skills in Chinese and Croatian students

2019 ◽  
Vol 7 (1) ◽  
pp. 83-94
Author(s):  
Kristina Črnjar ◽  
Vedrana Čikeš ◽  
Kristina Ferenčak
Keyword(s):  
Academic Success ◽  
Cultural Differences ◽  
Time Management ◽  
Online Survey ◽  
Chinese Students ◽  
The Internet ◽  
Management Skills ◽  
Effective Time ◽  
Business Market ◽  
Extra Curricular Activities

Time management is the ability of consciously deciding and controlling the amount of time spent on different activities in order to be more productive and effective. In order to achieve academic success, students should be able to manage a large number of activities, from going to lectures, studying, participating in extra-curricular activities, to making sure they are getting enough rest to stay healthy. The purpose of this research was to determine if there are any significant differences in the effective time management between Chinese and Croatian students. Even though the cultural differences between these two groups are substantial, both groups are becoming a part of the same education and business market. The research was conducted on the sample of 340 Chinese and Croatian students using an online survey. The results have shown that in several time management activities there are statistically significant differences between Chinese and Croatian students. The results also indicate that the Croatian respondents are better at setting goals, determining priorities and performing tasks by priority, while Chinese students delegate tasks and determine and eliminate time wasting activities more often than their Croatian counterparts do. On the other hand, Croatian students waste more time on activities such as conducting tasks of small importance and fun activities of no relevance (e.g. “surfing” the Internet, private telephone conversations, chatting, etc.), while Chinese students are in the forefront with regard to ineffective and supernumerary meetings and overly long and supernumerary phone conversations.

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