Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course

Autor/inn/en	Vemu, Sheela; Denaro, Kameryn; Sato, Brian K.; Williams, Adrienne E.
Titel	Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course
Quelle	In: CBE - Life Sciences Education, 21 (2022) 2, Artikel 24 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learning Strategies; Hispanic American Students; Minority Serving Institutions; Community Colleges; Two Year College Students; Study Skills; Test Preparation; Self Evaluation (Individuals); Freehand Drawing; Intervention; Biology; Science Instruction; Grades (Scholastic); Student Attitudes; Science Achievement; Student Characteristics; Outcomes of Education + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Community college; Community College; Studientechnik; Drawing; Zeichnen; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Notenspiegel; Schülerverhalten; Lernleistung; Schulerfolg
Abstract	Many science, technology, engineering, and math (STEM) community college students do not complete their degree, and these students are more likely to be women or in historically excluded racial or ethnic groups. In introductory courses, low grades can trigger this exodus. Implementation of high-impact study strategies could lead to increased academic performance and retention. The examination of study strategies rarely occurs at the community college level, even though community colleges educate approximately half of all STEM students in the United States who earn a bachelor's degree. To fill this research gap, we studied students in two biology courses at a Hispanic-serving community college. Students were asked their most commonly used study strategies at the start and end of the semester. They were given a presentation on study skills toward the beginning of the semester and asked to self-assess their study strategies for each exam. We observed a significantly higher course grade for students who reported spacing their studying and creating drawings when controlling for demographic factors, and usage of these strategies increased by the end of the semester. We conclude that high-impact study strategies can be taught to students in community college biology courses and result in higher course performance. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01