scholarly journals Student Achievement in an Introductory Biology Course: Assessing Grade Motivation and Study Log Metacognition

2017 ◽  
Vol 2 (2) ◽  
pp. 84-90 ◽  
Author(s):  
Gail P. Hollowell ◽  
Dwayne T. Brandon ◽  
Wendy H. Grillo
Keyword(s):  
Student Retention ◽  
Core Curriculum ◽  
Assessment Tool ◽  
Student Attrition ◽  
Study Time ◽  
Introductory Biology ◽  
Final Grade ◽  
Teaching Goals ◽  
Introductory Biology Course ◽  
Post Assessment

As college educators, our main teaching goals are to increase student learning and improve student retention.  This study describes how 54 science majors at a public, minority serv- ing institution reflected on their study time, study activities, and overall grade motivation in a core-curriculum introduc- tory biology course.  Since 2005, less than 50% of students enrolled in this course at our university earned a final grade of “C” or better.  In the Fall semester of 2009, we adminis- tered a pre and post assessment using the Science Motivation Questionnaire (SMQ) a 30-item Likert-type instrument devel- oped by Glynn and Koballa (2006) to better understand and address the student attrition from the introductory biology course.  All 30 items from the SMQ were analyzed, but only 5 items relevant to grade motivation are presented in this paper.  We also designed and implemented a weekly study log assessment tool for students to document their study time and study activities, wherein students submitted their study logs on a weekly basis during the course of this research study.   Based on the number of study logs submitted and study time by each student, students were classified into ei- ther a high-metacognition or low-metacognition group.  For our purposes, we defined metacognition as the awareness of one’s own thinking process (Merriam-Webster, 2012). The high-metacognition group submitted 75% of their study logs and earned a grade in the top 25% of the class.   The low- metacognition group submitted only 25% of their study logs and earned a grade in the bottom 25% of the class.   Thus both groups formed reasonable expectations for their overall class performance.

scholarly journals Redesigning a Large-Enrollment Introductory Biology Course

2011 ◽  
Vol 10 (2) ◽  
pp. 164-174 ◽  
Author(s):  
Catherine Ueckert ◽  
Alison Adams ◽  
Judith Lock
Keyword(s):  
Student Satisfaction ◽  
Instructional Strategies ◽  
Assessment Tool ◽  
Research Model ◽  
Introductory Biology ◽  
Course Assessment ◽  
Knowledge And Attitudes ◽  
Learner Centered ◽  
Large Enrollment ◽  
Introductory Biology Course

Using an action research model, biology faculty examined, implemented, and evaluated learner-centered instructional strategies to reach the goal of increasing the level of student achievement in the introductory biology course BIO 181: Unity of Life I, which was characterized by both high enrollments and a high DFW rate. Outcomes included the creation and implementation of an assessment tool for biology content knowledge and attitudes, development and implementation of a common syllabus, modification of the course to include learner-centered instructional strategies, and the collection and analysis of data to evaluate the success of the modifications. The redesigned course resulted in greater student success, as measured by grades (reduced %DFW and increased %AB) as well as by achievement in the course assessment tool. In addition, the redesigned course led to increased student satisfaction and greater consistency among different sections. These findings have important implications for both students and institutions, as the significantly lower DFW rate means that fewer students have to retake the course.

scholarly journals A Discussion Group Program Enhances the Conceptual Reasoning Skills of Students Enrolled in a Large Lecture-Format Introductory Biology Course

2007 ◽  
Vol 8 (1) ◽  
pp. 13-21
Author(s):  
Marcy A. Peteroy-Kelly
Keyword(s):  
Student Learning ◽  
Discussion Group ◽  
Introductory Biology ◽  
Group Program ◽  
Final Grade ◽  
Large Lecture ◽  
Conceptual Reasoning ◽  
Lecture Format ◽  
Reasoning Skills ◽  
Introductory Biology Course

It has been well-established that discussion groups enhance student learning in large lecture courses. The goal of this study was to determine the impact of a discussion group program on the development of conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course. In the discussion group, students worked on problems based on topics discussed in lecture. The program was evaluated using three assessment tools. First, student responses to pre- and posttests were analyzed. The test question asked the students to demonstrate the relationships between 10 different but related terms. Use of a concept map to link the terms indicated an advanced level of conceptual reasoning skills. There was a 13.8% increase in the use of concept maps from pre- to posttest. Second, the students took a Likert-type survey to determine the perceived impact of the program on their conceptual reasoning skills. Many of the students felt that the program helped them understand and use the main course concepts to logically solve problems. Finally, average exam grades increased as the semester progressed. The average final grade in the course was 75%. Students enrolled in the course the previous year (where the lecture component of the course did not assess or reflect student learning in the discussion group) had an average final grade of 69%. The results of this study demonstrate that the discussion group program improves the conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course.

Shhh! No talking about retention in the library!

2017 ◽  
Vol 33 (1) ◽  
pp. 24 ◽  
Author(s):  
Heidi Blackburn
Keyword(s):  
Student Retention ◽  
School Administrators ◽  
Academic Library ◽  
Student Attrition ◽  
Retention Rates

Student retention rates have long been a topic among school administrators, but it is an issue barely mentioned in library circles. This article will discuss the role the academic library can play in increasing and maintaining student retention rates on campus. By focusing briefly on four main topics, including reaching out to students early and often, getting them in the library door and getting them to stay, the reader will be able to see the broad picture of how crucial libraries are to fighting student attrition.

scholarly journals Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

2014 ◽  
Vol 13 (2) ◽  
pp. 311-321 ◽  
Author(s):  
Michelle Mynlieff ◽  
Anita L. Manogaran ◽  
Martin St. Maurice ◽  
Thomas J. Eddinger
Keyword(s):  
Student Learning ◽  
Introductory Biology ◽  
Act Scores ◽  
Writing Assignments ◽  
Traditional Lecture ◽  
Calibrated Peer Review ◽  
Written Recall ◽  
Introductory Biology Course ◽  
Retention Of Knowledge ◽  
Improve Student Learning

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors.

A Mixed Exam Format Closes the Gap for Students with a Conflict between Their Religious Belief & the Theory of Evolution

2014 ◽  
Vol 76 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Kathrin F. Stanger-Hall ◽  
Julianne A. Wenner
Keyword(s):  
Student Performance ◽  
Religious Belief ◽  
Religious Conflict ◽  
Evidence Based ◽  
Introductory Biology ◽  
Final Exam ◽  
Constructed Response ◽  
Theory Of Evolution ◽  
Acceptance Of Evolution ◽  
Introductory Biology Course

We assessed the performance of students with a self-reported conflict between their religious belief and the theory of evolution in two sections of a large introductory biology course (N = 373 students). Student performance was measured through pretest and posttest evolution essays and multiple-choice (MC) questions (evolution-related and non-evolution-related questions) on the final exam and posttest. The two class sections differed only in exam format: MC with or without constructed-response (CR) questions. Although students with a reported conflict scored significantly lower on the final exam in the MC-only section, they scored equally well in the MC+CR section, and all students in the MC+CR section performed significantly better overall. As a result, (1) a religious conflict with evolution can be negatively associated with student achievement in introductory biology, but (2) assessment with constructed response was associated with a closed performance gap between students with and without a conflict. We suggest that differences in exam format and focus on student acceptance of evolution (either evidence-based or opinion), rather than reported conflict, may contribute to the inconsistencies in student learning of evolution across research studies, and that CR questions may help students overcome other obstacles to learning evolution.

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.

Persistence in Distance Education: A Study Case Using Bayesian Network to Understand Retention

2017 ◽  
Vol 15 (4) ◽  
pp. 61-78 ◽  
Author(s):  
Marianne Kogut Eliasquevici ◽  
Marcos César da Rocha Seruffo ◽  
Sônia Nazaré Fernandes Resque
Keyword(s):  
Student Retention ◽  
Graphical Model ◽  
Methodological Approach ◽  
Theoretical Background ◽  
Student Attrition ◽  
Composite Model ◽  
Online Course ◽  
Internal Factors ◽  
Face To Face ◽  
Study Case

This article presents a study on the variables promoting student retention in distance undergraduate courses at Federal University of Pará, aiming to help school managers minimize student attrition and maximize retention until graduation. The theoretical background is based on Rovai's Composite Model and the methodological approach is conditional probability analysis using the Bayesian Networks graphical model. Network modeling has shown that among internal factors after admission to the course (as defined in the Composite Model) face-to-face tutorial sessions need to be better planned and executed, learning materials are still not adequate to online course specificities and the support structure needs to be remodeled.

scholarly journals Evaluating the Outcomes of a Peer-Mentoring Program for Students Transitioning to Postsecondary Education

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Lori Goff
Keyword(s):  
Data Analysis ◽  
Postsecondary Education ◽  
Peer Mentoring ◽  
Mentoring Program ◽  
Introductory Biology ◽  
First Semester ◽  
Program Selection ◽  
Survey Participation ◽  
Introductory Biology Course ◽  
Oriented Approach

A peer-mentoring program was developed for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to five peer-mentoring sessions during their first semester. Quantitative-survey, participation, and academic data spanning from 2003 through 2007 were reviewed for the purpose of evaluating the program. An objectives-oriented approach was used to determine if the program was meeting its goals to improve students’ introductory biology grades, facilitate transitioning experiences, and encourage students to pursue studies in biology. Data analysis revealed that students who participated in the program felt that it was a valuable experience. Students attending three or more sessions performed significantly better in their introductory biology courses, measured by final grades achieved, than those attending fewer sessions. There were no indications that the peer-mentoring program had any impact on students’ perceptions of transitioning to university or on their program selection preferences. Recommendations are made to improve the peer-mentoring program to better align its components and objectives. Un programme de mentorat par les pairs destiné aux étudiants qui suivent un cours d'introduction à la biologie a été implanter dans un université situé dans la province de l’Ontario. Les étudiants avaient accès à cinq séances de mentorat par les pairs au cours du premier semestre. Afin d’évaluer le programme, les chercheurs ont effectué des sondages quantitatifs, examiné la participation et les notes des étudiants entre 2003 et 2007. Ils ont utilisé une méthode axée sur les objectifs afin de déterminer si le programme atteignait ses objectifs qui consistaient à améliorer les notes des étudiants au cours d’introduction à la biologie, à faciliter leur transition et à les encourager à poursuivre des études en biologie. L'analyse des données révèle que les étudiants qui ont participé au programme de mentorat, l’ont trouvé utile. Les notes des étudiants qui ont participé à trois ou quatre séances étaient considérablement plus élevées que celles de ceux qui ont assisté à moins de séances. Rien n’indique que le programme de mentorat par les pairs influe sur la perception des étudiants en ce qui a trait à la transition vers l’université ni sur leurs préférences en matière de choix de programmes. Les chercheurs recommandent d’améliorer le programme de mentorat afin de mieux harmoniser ses composantes et ses objectifs.

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