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Ewell SN, Driessen EP, Grogan W, Johnston Q, Ferdous S, Mehari Y, Peart A, Seibenhener M, Ballen CJ. A Comparison of Study Behaviors and Metacognitive Evaluation Used by Biology Students. CBE LIFE SCIENCES EDUCATION 2023; 22:ar36. [PMID: 37751510 PMCID: PMC10756032 DOI: 10.1187/cbe.22-11-0225] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Revised: 06/27/2023] [Accepted: 07/24/2023] [Indexed: 09/28/2023]
Abstract
Student-study behaviors and metacognition are predictors of student-academic success. However, student metacognitive evaluation of their own study habit behavior use has been largely unexplored. To address this gap, we gave students enrolled in three different Biology courses (n = 1140) a survey that asked them to identify the study behaviors used to prepare for their first and third exams and to appraise the effectiveness of each behavior. We observed that, across all courses, students used different counts of active- and passive-study behaviors. However, there were no differences in performance across courses, and the use of effective (i.e., active) study behaviors resulted in improved exam performance for all students, regardless of course, while the use of ineffective (i.e., passive) study behaviors had no significant impact on exam performance. Finally, our qualitative analysis revealed that students across all courses demonstrated similar ability in identifying effective-study behaviors, but students could not explain why those behaviors were effective. Taken together, our study demonstrates that students use various study behaviors to prepare for exams without understanding their effectiveness. We encourage instructors to structure their courses to promote the development of metacognitive evaluation and effective-study behaviors.
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Affiliation(s)
- Sharday N. Ewell
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Emily P. Driessen
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - William Grogan
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Quinn Johnston
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Shobnom Ferdous
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Yohannes Mehari
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Ashley Peart
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | | | - Cissy J. Ballen
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
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2
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Domínguez LC, Mora CM, Restrepo JA. "Learning to learn" in the Extended Inverted Classroom: An evaluation of the effects of interactive teaching on knowledge and cognitive regulation in medical students. REVISTA COLOMBIANA DE PSIQUIATRIA (ENGLISH ED.) 2023; 52:314-319. [PMID: 38008674 DOI: 10.1016/j.rcpeng.2021.07.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2020] [Accepted: 07/05/2021] [Indexed: 11/28/2023]
Abstract
INTRODUCTION The evidence regarding the effects of the Inverted Classroom on students' metacognitive skills is limited. This study evaluates these effects on student perceptions about knowledge and cognitive regulation during a surgical course. METHODS We measured student perceptions before and after a conventional Inverted Classroom in surgery using the Metacognitive Awareness Inventory. We evaluated the mean differences between the scores of the two measurements using Student's t-test (p < 0.05), and the size of the effect on knowledge and cognitive regulation using Cohen's d test (95%CI). RESULTS A total of 158 students (pre-intervention) and 155 students (post-intervention) were included in the analysis. Significant differences were found (p < 0.05) in, as well as positive effects on, the students' abilities to know their own learning (declarative knowledge) (d = 0.24; 95%CI, 0.02-0.47), to use learning strategies (procedural knowledge) (d = 0.19; 95%CI, -0.02 to 0.41) and to understand when and why to use these strategies (conditional knowledge) (d = 0.20; 95%CI, -0.01 to 0.42), in addition to the abilities to plan (d = 0.31; 95%CI, 0.09-0.53) and to evaluate their learning (d = 0.31; 95%CI, 0.08-0.53). CONCLUSIONS The Inverted Classroom has positive effects on metacognitive skills according to students' perceptions. Further studies are required that compare these effects with other methodologies for teaching in the classroom and the workplace.
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3
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Goudsouzian LK, Hsu JL. Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom. CBE LIFE SCIENCES EDUCATION 2023; 22:es3. [PMID: 37279086 PMCID: PMC10424225 DOI: 10.1187/cbe.22-10-0211] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 03/23/2023] [Accepted: 04/20/2023] [Indexed: 06/08/2023]
Abstract
Teaching undergraduate students to read primary scientific literature (PSL) is cited as an important goal for many science, technology, engineering, and math (STEM) classes, given a range of cognitive and affective benefits for students who read PSL. Consequently, there are a number of approaches and curricular interventions published in the STEM education literature on how to teach students to read PSL. These approaches vary widely in their instructional methods, target student demographic, required class time, and level of assessment demonstrating the method's efficacy. In this Essay, we conduct a systematic search to compile these approaches in an easily accessible manner for instructors, using a framework to sort the identified approaches by target level, time required, assessment population, and more. We also provide a brief review of the literature surrounding the reading of PSL in undergraduate STEM classrooms and conclude with some general recommendations for both instructors and education researchers on future areas of investigation.
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Affiliation(s)
| | - Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
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4
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Breland H, Clark CM, Shaked S, Paquette-Smith M. The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants. CBE LIFE SCIENCES EDUCATION 2023; 22:ar30. [PMID: 37279088 PMCID: PMC10424222 DOI: 10.1187/cbe.22-08-0156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Revised: 04/28/2023] [Accepted: 05/08/2023] [Indexed: 06/08/2023]
Abstract
Learning assistant (LA) programs train undergraduate students to foster peer discussion and facilitate active-learning activities in undergraduate science, technology, engineering, and mathematics (STEM) classes. Students who take courses that are supported by LAs demonstrate better conceptual understanding, lower failure rates, and higher satisfaction with the course. There is less work, however, on the impact that participating in LA programs has on the LAs themselves. The current study implements a pretest-posttest design to assess changes in LAs' metacognition and motivation to succeed in STEM across their first and second quarters as an LA. Our findings suggest that participating in this program may help LAs become more reflective learners, as was demonstrated by an increase in their scores on the Metacognitive Awareness Inventory (MAI) after the first quarter. LAs also showed increases on the Intrinsic Motivation and Self-Efficacy subscales of the Science Motivation Questionnaire. Students who participated in the program for an additional quarter continued to show increases in their MAI scores and maintained the gains that were observed in their motivation. Taken together, this work suggests that, in addition to benefiting the learner, LA programs may have positive impacts on the LAs themselves.
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Affiliation(s)
| | | | - Shanna Shaked
- Center for Education Innovation and Learning in the Sciences, University of California, Los Angeles, Los Angeles, CA, 90095
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Knight JK, Weaver DC, Peffer ME, Hazlett ZS. Relationships between Prediction Accuracy, Metacognitive Reflection, and Performance in Introductory Genetics Students. CBE LIFE SCIENCES EDUCATION 2022; 21:ar45. [PMID: 35759622 PMCID: PMC9582813 DOI: 10.1187/cbe.21-12-0341] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 04/15/2022] [Accepted: 04/26/2022] [Indexed: 06/15/2023]
Abstract
Cognitive scientists have previously shown that students' perceptions of their learning and performance on assessments often do not match reality. This process of self-assessing performance is a component of metacognition, which also includes the practice of thinking about one's knowledge and identifying and implementing strategies to improve understanding. We used a mixed-methods approach to investigate the relationship between students' perceptions of their performance through grade predictions, their metacognitive reflections after receiving their grades, and their actual performance during a semester-long introductory genetics course. We found that, as a group, students do not display better predictive accuracy nor more metacognitive reflections over the semester. However, those who shift from overpredicting to matching or underpredicting also show improved performance. Higher performers are overall more likely to answer reflection questions than lower-performing peers. Although high-performing students are usually more metacognitive in their reflections, an increase in a student's frequency of metacognitive responses over time does not necessarily predict a grade increase. We illustrate several example trends in student reflections and suggest possible next steps for helping students implement better metacognitive regulation.
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Affiliation(s)
- Jennifer K. Knight
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO, 80309-0347
| | | | - Melanie E. Peffer
- Institute of Cognitive Science, University of Colorado Boulder, Boulder CO 80309-0344
| | - Zachary S. Hazlett
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO, 80309-0347
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Luft JA, Jeong S, Idsardi R, Gardner G. Literature Reviews, Theoretical Frameworks, and Conceptual Frameworks: An Introduction for New Biology Education Researchers. CBE LIFE SCIENCES EDUCATION 2022; 21:rm33. [PMID: 35759629 PMCID: PMC9582830 DOI: 10.1187/cbe.21-05-0134] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Revised: 04/13/2022] [Accepted: 04/26/2022] [Indexed: 06/15/2023]
Abstract
To frame their work, biology education researchers need to consider the role of literature reviews, theoretical frameworks, and conceptual frameworks as critical elements of the research and writing process. However, these elements can be confusing for scholars new to education research. This Research Methods article is designed to provide an overview of each of these elements and delineate the purpose of each in the educational research process. We describe what biology education researchers should consider as they conduct literature reviews, identify theoretical frameworks, and construct conceptual frameworks. Clarifying these different components of educational research studies can be helpful to new biology education researchers and the biology education research community at large in situating their work in the broader scholarly literature.
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Affiliation(s)
- Julie A. Luft
- Department of Mathematics, Social Studies, and Science Education, Mary Frances Early College of Education, University of Georgia, Athens, GA 30602-7124
| | - Sophia Jeong
- Department of Teaching & Learning, College of Education & Human Ecology, Ohio State University, Columbus, OH 43210
| | - Robert Idsardi
- Department of Biology, Eastern Washington University, Cheney, WA 99004
| | - Grant Gardner
- Department of Biology, Middle Tennessee State University, Murfreesboro, TN 37132
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Foster-Hartnett D, Mwakalundwa G, Bofenkamp L, Patton L, Nguyen R, Goodman-Mamula P. Beyond the Traditional Classroom: Increased Course Structure and Cooperative Learning Remove Differences in Achievement between Students in an In-Person versus Hybrid Microbiology Course. CBE LIFE SCIENCES EDUCATION 2022; 21:ar33. [PMID: 35471097 PMCID: PMC9508932 DOI: 10.1187/cbe.21-01-0007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 03/02/2022] [Accepted: 03/15/2022] [Indexed: 06/14/2023]
Abstract
The increase in online learning brought on by the COVID-19 pandemic will likely result in a greater availability of online and hybrid course offerings. In this study, students enrolled in parallel sections of a microbiology lab course with in-person labs and either face-to-face (F2F) or all-online lectures (hybrid, H). Course material and method of assessment in the two sections were identical; student demographics were similar. In the first year, F2F students scored significantly higher on two out of four exams. In the second year, two interventions were introduced: team-building activities (in both sections) and online group discussions (H only). Students in both the F2F and H sections reported similar positive teamwork reviews based on Comprehensive Assessment of Team Member Effectiveness (catme.org) and survey data. Although the COVID-19 pandemic eventually forced all learning online, exam scores from the two sections in the first half of the semester were similar, suggesting that the interventions were effective. In both sections, exam scores were positively correlated with entering grade point averages. This study adds to the body of literature supporting the effectiveness of hybrid learning.
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Affiliation(s)
| | - Gwantwa Mwakalundwa
- Natural Sciences Department, Metropolitan State University, St. Paul, MN 55106
| | - Lisa Bofenkamp
- Veterinary and Biomedical Sciences, University of Minnesota, St. Paul, MN 55108
| | - Liz Patton
- Veterinary and Biomedical Sciences, University of Minnesota, St. Paul, MN 55108
| | - Richard Nguyen
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis MN 55454
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Hensley L, Kulesza A, Peri J, Brady AC, Wolters CA, Sovic D, Breitenberger C. Supporting Undergraduate Biology Students' Academic Success: Comparing Two Workshop Interventions. CBE LIFE SCIENCES EDUCATION 2021; 20:ar60. [PMID: 34605666 PMCID: PMC8715789 DOI: 10.1187/cbe.21-03-0068] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Revised: 08/25/2021] [Accepted: 08/31/2021] [Indexed: 06/08/2023]
Abstract
College students' performance in introductory-level biology course work is an important predictor of ongoing persistence in the major. This study reports on a researcher-educator partnership that designed and compared two cocurricular workshops. Seventeen laboratory sections of an undergraduate biology course were randomly assigned to one of two educational interventions during the regularly scheduled lab class section after students had completed and received the results for the first exam. The baseline Metacognition intervention was an hourlong workshop focused on effective learning strategies and self-awareness in the learning process; the extended Metacognition plus Time Management (Metacognition+TM) intervention included the aforementioned workshop plus a second hourlong workshop on time management and procrastination. Based on three exams and self-report surveys administered before the intervention and at the end of the semester, students who participated in the Metacognition+TM intervention experienced greater increases in their exam scores and degree commitment than those in the baseline intervention. Additionally, group status moderated the effect of the intervention, as the Metacognition+TM intervention was especially effective in increasing use of time management tools by students from minoritized groups.
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Affiliation(s)
- Lauren Hensley
- Dennis Learning Center, College of Education and Human Ecology, Ohio State University, Columbus, OH 43201
| | - Amy Kulesza
- Center for Life Sciences Education, College of Arts and Sciences, Ohio State University, Columbus, OH 43210
| | - Joshua Peri
- Dennis Learning Center, College of Education and Human Ecology, Ohio State University, Columbus, OH 43201
| | - Anna C. Brady
- Dennis Learning Center, College of Education and Human Ecology, Ohio State University, Columbus, OH 43201
- College of Education, Georgia Southern University, Statesboro, GA 30460
| | - Christopher A. Wolters
- Dennis Learning Center, College of Education and Human Ecology, Ohio State University, Columbus, OH 43201
| | - David Sovic
- Center for Life Sciences Education, College of Arts and Sciences, Ohio State University, Columbus, OH 43210
| | - Caroline Breitenberger
- Center for Life Sciences Education, College of Arts and Sciences, Ohio State University, Columbus, OH 43210
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Domínguez LC, Mora CM, Restrepo JA. "Learning to Learn" in the Extended Inverted Classroom: An Evaluation of the Effects of Interactive teaching on Knowledge and Cognitive Regulation in Medical Students. REVISTA COLOMBIANA DE PSIQUIATRIA (ENGLISH ED.) 2021; 52:S0034-7450(21)00136-0. [PMID: 34446258 DOI: 10.1016/j.rcp.2021.07.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2020] [Revised: 05/26/2021] [Accepted: 07/05/2021] [Indexed: 11/20/2022]
Abstract
INTRODUCTION The evidence regarding the effects of the Inverted Classroom on students' metacognitive skills is limited. This study evaluates these effects on student perceptions about knowledge and cognitive regulation during a surgical course. METHODS We measured student perceptions before and after a conventional Inverted Classroom in surgery using the Metacognitive Awareness Inventory. We evaluated the mean differences between the scores of the two measurements using Student's t-test (p<0.05), and the size of the effect on knowledge and cognitive regulation using Cohen's d test (95%CI). RESULTS A total of 158 students (pre-intervention) and 155 students (post-intervention) were included in the analysis. Significant differences were found (p<0.05)in, as well as positive effects on, the students' abilities to know their own learning (declarative knowledge) (d=0.24; 95%CI, 0.02-0.47), to use learning strategies (procedural knowledge) (d=0.19; 95%CI, -0.02 to 0.41) and to understand when and why to use these strategies (conditional knowledge) (d=0.20; 95%CI, -0.01 to 0.42), in addition to the abilities to plan (d=0.31; 95%CI, 0.09-0.53) and to evaluate their learning (d=0.31; 95%CI, 0.08-0.53). CONCLUSIONS The Inverted Classroom has positive effects on metacognitive skills according to students' perceptions. Further studies are required that compare these effects with other methodologies for teaching in the classroom and the workplace.
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10
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Stanton JD, Sebesta AJ, Dunlosky J. Fostering Metacognition to Support Student Learning and Performance. CBE LIFE SCIENCES EDUCATION 2021; 20:fe3. [PMID: 33797282 PMCID: PMC8734377 DOI: 10.1187/cbe.20-12-0289] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
Metacognition is awareness and control of thinking for learning. Strong metacognitive skills have the power to impact student learning and performance. While metacognition can develop over time with practice, many students struggle to meaningfully engage in metacognitive processes. In an evidence-based teaching guide associated with this paper (https://lse.ascb.org/evidence-based-teaching-guides/student-metacognition), we outline the reasons metacognition is critical for learning and summarize relevant research on this topic. We focus on three main areas in which faculty can foster students' metacognition: supporting student learning strategies (i.e., study skills), encouraging monitoring and control of learning, and promoting social metacognition during group work. We distill insights from key papers into general recommendations for instruction, as well as a special list of four recommendations that instructors can implement in any course. We encourage both instructors and researchers to target metacognition to help students improve their learning and performance.
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Affiliation(s)
| | | | - John Dunlosky
- Department of Psychological Sciences, Kent State University, Kent, OH 44240
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Viteri Jusué A, Tamargo Alonso A, Bilbao González A, Palomares T. Learning How to Order Imaging Tests and Make Subsequent Clinical Decisions: a Randomized Study of the Effectiveness of a Virtual Learning Environment for Medical Students. MEDICAL SCIENCE EDUCATOR 2021; 31:469-477. [PMID: 34457904 PMCID: PMC8368962 DOI: 10.1007/s40670-020-01188-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/10/2020] [Indexed: 06/13/2023]
Abstract
RATIONALE AND OBJECTIVES Two critical skills that medical students must acquire during undergraduate education are the ability to order imaging tests and make clinical decisions based on their results. We implemented an e-learning course in Moodle specifically designed to teach these skills to medical students. The aim of this study was to assess the effectiveness of our course. MATERIAL AND METHODS We randomized 26 undergraduate medical students to an experimental group that had access to the virtual learning environment and a control group that did not. Three weeks after the course, we evaluated its effectiveness through a blinded objective structured clinical examination. To avoid any bias in favor of the experimental group, the assessment considered scores on two pre-specified subscales: one related to the contents of the course and the other to new clinical scenarios. RESULTS Students that completed the e-course performed better overall than controls (mean score ± standard deviation 59.3 ± 6.2 vs 41.8 ± 10.2, p = 0.0020). This better performance was observed in both types of skills assessed (ordering imaging tests, and making diagnostic and therapeutic decisions based on test results). More importantly, this better performance of the experimental group was observed consistently both with items related to the course content (1.7 times higher, p = 0.0034) and new scenarios (1.3 times higher, p = 0.0098). CONCLUSIONS Through an ad - hoc e-course, undergraduate medical students learned effectively how to order imaging tests and make optimal subsequent decisions. Moreover, they were able to apply these skills to new clinical scenarios.
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Affiliation(s)
- Ainhoa Viteri Jusué
- Department of Surgery, Radiology and Physical Medicine, Faculty of Medicine and Dentistry, University of the Basque Country (UPV/EHU), Leioa, Spain
- Radiology Department, Araba University Hospital, Osakidetza-SVS, Vitoria-Gasteiz, Spain
| | | | - Amaia Bilbao González
- Research Unit, Basurto University Hospital, Osakidetza-SVS, Bilbao, Spain
- Health Service Research Network on Chronic Diseases (REDISSEC), Bilbao, Spain
| | - Teodoro Palomares
- Department of Surgery, Radiology and Physical Medicine, Faculty of Medicine and Dentistry, University of the Basque Country (UPV/EHU), Leioa, Spain
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12
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Hsu JL, Goldsmith GR. Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students. CBE LIFE SCIENCES EDUCATION 2021; 20:es1. [PMID: 33635124 PMCID: PMC8108494 DOI: 10.1187/cbe.20-08-0189] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 01/04/2021] [Accepted: 01/08/2021] [Indexed: 05/05/2023]
Abstract
While student stress and anxiety are frequently cited as having negative effects on students' academic performance, the role that instructors can play in mitigating these challenges is often underappreciated. We provide summaries of different evidence-based strategies, ranging from changes in instructional strategies to specific classroom interventions, that instructors may employ to address and ameliorate student stress and anxiety. While we focus on students in science, technology, engineering, and mathematics, the strategies we delineate may be more broadly applicable. We begin by highlighting ways in which instructors can learn about and prepare to act to alleviate stress and anxiety. We then discuss how to better connect with students and build an inclusive, equitable, and empowering classroom environment. When coupled with strategies to change student evaluation and assessment, these approaches may collectively reduce student stress and anxiety, as well as improve student performance. We then discuss the roles that instructors may play in empowering students with skills that improve their time management, studying, and approach toward learning, with an eye toward ensuring their success across all their academic endeavors. We conclude by noting areas in which further research is needed to determine best practices for alleviating student stress and anxiety.
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Affiliation(s)
- Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
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13
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Osterhage JL, Usher EL, Douin TA, Bailey WM. Opportunities for Self-Evaluation Increase Student Calibration in an Introductory Biology Course. CBE LIFE SCIENCES EDUCATION 2019; 18:ar16. [PMID: 31025916 PMCID: PMC6755215 DOI: 10.1187/cbe.18-10-0202] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Accurate self-evaluation is critical for learning. Calibration describes the relationship between learners' perception of their performance and their actual performance on a task. Here, we describe two studies aimed at assessing and improving student calibration in a first-semester introductory biology course at a 4-year public institution. Study 1 investigated students' (n = 310) calibration (the difference between estimated and actual exam performance) across one semester. Students were significantly miscalibrated for the first exam: their predicted scores were, on average, significantly higher than their actual scores. The lowest-performing students had the most inaccurate estimates. Calibration improved with each exam. By the final exam, students underestimated their scores. We initiated a second study in the following semester to examine whether explicitly teaching students about self-evaluation strategies would improve their calibration and performance. Instruction in the experimental section (n = 290) focused on students' tendency to overestimate their abilities and provided retrieval-practice opportunities. Students in the experimental section showed better calibration and performance on the first exam compared with students in a control section taught by a different instructor during the same semester (n = 251). These findings suggest that simple instructional strategies can increase students' metacognitive awareness and improve their performance.
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Affiliation(s)
- Jennifer L. Osterhage
- Department of Biology, University of Kentucky, Lexington, KY 40506
- *Address correspondence to: Jennifer Osterhage ()
| | - Ellen L. Usher
- Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, KY 40506
| | - Trisha A. Douin
- Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, KY 40506
| | - William M. Bailey
- Department of Physiology, University of Kentucky, Lexington, KY 40506
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14
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Stanton JD, Dye KM, Johnson M. Knowledge of Learning Makes a Difference: A Comparison of Metacognition in Introductory and Senior-Level Biology Students. CBE LIFE SCIENCES EDUCATION 2019; 18:ar24. [PMID: 31144572 PMCID: PMC6755210 DOI: 10.1187/cbe.18-12-0239] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Metacognitive regulation occurs when learners regulate their thinking in order to learn. We asked how introductory and senior-level biology students compare in their use of the metacognitive regulation skill of evaluation, which is the ability to appraise the effectiveness of an individual learning strategy or an overall study plan. We coded student answers to an exam self-evaluation assignment for evidence of evaluating (n = 315). We found that introductory and senior students demonstrated similar ability to evaluate their individual strategies, but senior students were better at evaluating their overall plans. We examined students' reasoning and found that senior students use knowledge of how people learn to evaluate effective strategies, whereas introductory students consider how well a strategy aligns with the exam to determine its effectiveness. Senior students consider modifying their use of a strategy to improve its effectiveness, whereas introductory students abandon strategies they evaluate as ineffective. Both groups use performance to evaluate their plans, and some students use their feelings as a proxy for metacognition. These data reveal differences between introductory and senior students, which suggest ways metacognition might develop over time. We contextualize these results using research from cognitive science, and we consider how learning contexts can affect students' metacognition.
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Affiliation(s)
- Julie Dangremond Stanton
- Department of Cellular Biology, University of Georgia, Athens, GA 30602
- *Address correspondence to: Julie Dangremond Stanton ()
| | | | - Me’Shae Johnson
- Department of Cellular Biology, University of Georgia, Athens, GA 30602
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15
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Sato BK, Dinh-Dang D, Cruz-Hinojoza E, Denaro K, Hill CFC, Williams A. The Impact of Instructor Exam Feedback on Student Understanding in a Large-Enrollment Biology Course. Bioscience 2018. [DOI: 10.1093/biosci/biy058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Affiliation(s)
- Brian K Sato
- Associate teaching professor in molecular biology and biochemistry and faculty director of the Division of Teaching Excellence and Innovation at the University of California Irvine (UCI)
| | | | | | - Kameryn Denaro
- Research scientist in the UCI Teaching and Learning Research Center (TLRC)
| | - Cynthia F C Hill
- Graduate student in the Department of Education at Tufts University
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