SELF-REGULATED LEARNING IN FIRST-YEAR STUDENTS IN AN INTRODUCTORY BIOLOGY COURSE AND THE STUDENT EXPERIENCES AND ACADEMIC IMPACTS OF A CAMPUS-WIDE METACOGNITIVE INTERVENTION

2021 ◽  
Author(s):  
◽  
Holly Swanson
Keyword(s):  
Student Experiences ◽  
First Year ◽  
Introductory Biology ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Metacognitive Intervention ◽  
Introductory Biology Course

scholarly journals How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

2017 ◽  
Vol 16 (2) ◽  
pp. ar30 ◽  
Author(s):  
Amanda J. Sebesta ◽  
Elena Bray Speth
Keyword(s):  
Learning Strategies ◽  
Study Strategies ◽  
Learning Goals ◽  
Introductory Biology ◽  
Pedagogical Tools ◽  
Science Courses ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Introductory Biology Course ◽  
Cognitive And Metacognitive Strategies

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills.

Lecture vs. Self-Regulated Learning: A Comparison of Two Methods in Teaching Biological Science

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
MARICEL A. GOMEZ
Keyword(s):  
College Teaching ◽  
Biological Science ◽  
First Year ◽  
First Year Students ◽  
Traditional Lecture ◽  
Self Regulated Learning ◽  
College Science Teaching ◽  
Study Results ◽  
Regulated Learning ◽  
Education College

Lecture is a common method used in college teaching. Various researchescomparing lecture and more active methods in relation to students’ performance presented mixed views on the effectiveness of the lecture. This research aimed to compare the traditional lecture and self-regulating learning method in relation tostudents’ achievement in Biological Science. The study used quasi-experimentalmethod using non-equivalent group pretest-posttest design. Two intact classeswere used with 39 students in each class. A total of 78 first year students wereincluded in the study. The two groups were randomly assigned to the twoteaching methods. One group was taught through lecture while the other groupthrough self-regulated learning (SRL) method. Comparability of the studentswas based on their pretest scores in Biological Science. The study was conductedwith an observer. Teacher-made achievement test, course teaching manual, andcourse reader were used in the study. Results revealed that both lecture andSRL methods increased students’ achievement in Biological Science. However,students in the traditional method obtained higher mean pretest, posttest, andmean gain scores than students exposed to SRL method. Lecture as a teachingmethod should not be entirely replaced but also integrated with other methodswhenever it is appropriate.Keywords: Education, college science teaching, self-regulated learning, quasiexperimentaldesign, Philippines

scholarly journals Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding

2017 ◽  
Vol 16 (3) ◽  
pp. ar40 ◽  
Author(s):  
Jaime L. Sabel ◽  
Joseph T. Dauer ◽  
Cory T. Forbes
Keyword(s):  
Undergraduate Students ◽  
Higher Learning ◽  
Introductory Biology ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Individual Concepts ◽  
Regulated Learning ◽  
Biological Concepts ◽  
Introductory Biology Course ◽  
Support Students

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts.

scholarly journals The Effect of Learning Model and Self Regulated Learning towards Students’ English Writing Skill

2017 ◽  
Vol 5 (2) ◽  
pp. 203
Author(s):  
W. Syuhida ◽  
Zainal Rafli ◽  
Ninuk Lustyantie
Keyword(s):  
Hybrid Learning ◽  
Learning Model ◽  
First Year ◽  
First Year Students ◽  
Face To Face ◽  
English Writing ◽  
Self Regulated Learning ◽  
Writing Skill ◽  
Regulated Learning ◽  
Face To Face Learning

<p><em>This research aimed to find out the effect of learning model and self-regulated learning toward English writing skill. It was an experimental study by using treatment by level 2 x 2 design. The population was the first year students with the sample was 32 students. The data were collected through the questionnaire of self-regulated learning and the test of English writing skill. The data were analyzed by two way ANOVA and Tukey test. The result of the data analysis showed that (1) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning; (2) there was an interaction effect between hybrid learning model and self-regulated learning toward English writing skill; (3) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning for group of students who have higher self-regulated learning;</em><em> </em><em>(4) the students’ English writing skill who were taught by using face-to-face learning was higher than the writing skill students’ score who were taught by using hybrid learning for group of students who have low self-regulated learning.</em></p>

Assessment of a Self-regulated Learning Intervention

2014 ◽  
Vol 17 ◽  
Author(s):  
Julio A. González-Pienda ◽  
Estrella Fernández ◽  
Ana Bernardo ◽  
José C. Núñez ◽  
Pedro Rosário
Keyword(s):  
Learning Strategies ◽  
Intervention Program ◽  
Study Time ◽  
Control Group ◽  
First Year ◽  
Use Of Self ◽  
Post Intervention ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Regulated Learning

AbstractFollowing a pretest-posttest design with no control group, this paper evaluates the efficacy of an intervention program. Consisting of twelve sessions, the program endeavored to increase knowledge and use of self-regulated learning strategies, as well as study time, in 277 first-year students in the Spanish secondary education system. The intervention’s efficacy was assessed in terms of three variables: knowledge of self-regulated learning strategies, use of self-regulated learning strategies, and study time. The results of post-intervention data analysis indicate that statistically significant changes occurred in students’ knowledge of self-regulated learning strategies and weekly study time, but not in their use of self-regulated learning strategies. When the sample was stratified into three groups (high, moderate, and low) according to baseline scores on the dependent variables, our findings show that students in the lower group profited most from the intervention on all three variables. This suggests that participation in the program is especially useful for at-risk students (i.e. those with little knowledge and use of effective learning strategies).

scholarly journals Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course

2017 ◽  
Vol 16 (1) ◽  
pp. ar2 ◽  
Author(s):  
E. G. Bailey ◽  
J. Jensen ◽  
J. Nelson ◽  
H. K. Wiberg ◽  
J. D. Bell
Keyword(s):  
Effective Means ◽  
Individual Performance ◽  
First Year ◽  
Repeated Testing ◽  
Introductory Biology ◽  
Immediate Feedback ◽  
First Year Students ◽  
Traditional Course ◽  
Improve Analysis ◽  
Introductory Biology Course

First-year students often become discouraged during introductory biology courses when repeated attempts to understand concepts nevertheless result in poor test scores. This challenge is exacerbated by traditional course structures that impose premature judgments on students’ achievements. Repeated testing has been shown to benefit student ability to recognize and recall information, but an effective means to similarly facilitate skill with higher-order problems in introductory courses is needed. Here, we show that an innovative format that uses a creative grading scheme together with weekly formative midterm exams produced significant gains in student success with difficult items requiring analysis and interpretation. This format is designed to promote tenacity and avoid discouragement by providing multiple opportunities to attempt demanding problems on exams, detailed immediate feedback, and strong incentives to retain hope and improve. Analysis of individual performance trajectories with heat maps reveals the diversity of learning patterns and provides rational means for advising students.

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