Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics.

Abstract

Many science, engineering, technology, and math (STEM) majors fail to complete their degrees, and those who leave report they lack learning skills required for STEM coursework. In 2 studies, we examined the effects on students’ exam performances when they were assigned to complete a brief digital learning skills training program we embedded into their course site on the university learning management system for their large lecture science and math courses. Study 1 examined whether delivering brief trainings that teach learning skills to students directly within their STEM course site during the first weeks of class would encourage undergraduate science learners to adopt effective learning behaviors and improve their achievement on exams. Additional analyses examined benefits to a group underrepresented in the STEM workforce: first-generation college students. Students who spent time completing training made greater use of resources supporting planning, monitoring, and cognitive strategy use and outperformed students in the control group on initial and final exams. Study 2 examined whether the same, domain-general learning skill training could produce effects when placed in a college algebra course. Random assignment to treatment and control was conducted early in the second course unit. Those in the skill training condition outperformed a control group who solved additional algebra problems on the next 2 unit exams. Across studies, effects of training were similar for first-generation and continuing generation students. However, the effects obtained often improved the exam scores of first-generation students from below to above the minimum score which requires course reenrollment and delays STEM degree completion.

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

“…One type of academic support that has grown in popularity over the past decade is teaching students about metacognition and providing opportunities to engage in metacognition as part of the classroom experience (Bernacki et al, 2020(Bernacki et al, , 2021Freeman et al, 2011;Tanner, 2012;van Vliet et al, 2015). The overall goal of this approach is to increase students' awareness and regulation of their learning processes in order to improve their achievement (Zepeda et al, 2015).…”

“…The overall goal of this approach is to increase students' awareness and regulation of their learning processes in order to improve their achievement (Zepeda et al, 2015). Researchers have explored different approaches to teaching and prompting students' metacognition, including instructional modules that students engage in outside class time (Bernacki et al 2020(Bernacki et al , 2021Cogliano et al, 2020), assignments or activities students complete as part of their courses (Stanton et al, 2015;Sabel et al, 2017), and cocurricular workshops delivered during class time (Hoffmann and McGuire, 2010;McGuire, 2015). The accompanying research suggests these approaches tend to be effective.…”

“…One type of academic support that has grown in popularity over the past decade is teaching students about metacognition and providing opportunities to engage in metacognition as part of the classroom experience ( Bernacki et al. , 2020 , 2021 ; Freeman et al. , 2011 ; Tanner, 2012 ; van Vliet et al.…”

“…Researchers have explored different approaches to teaching and prompting students’ metacognition, including instructional modules that students engage in outside class time ( Bernacki et al. 2020 , 2021 ; Cogliano et al. , 2020 ), assignments or activities students complete as part of their courses ( Stanton et al.…”

Initial and evolving perceptions of value and cost of engaging in undergraduate science course work and effects on achievement and persistence.

“…the range of final course scores spanned 0 to 100 and served as a numerical dependent variable in the main analysis. We analyzed items within individual achievement assessments and the result indicated adequate internal consistency across multiple semesters, showing Kuder–Richardson Formula 20 (KR-20) > .80 (For more information, see Bernacki, Vosicka, et al, 2020; Bernacki et al, 2021). For considerations of initial achievement, we relied upon scores on Exam 1 which was administered in the first third of the semester, preceded the second survey and thus prior to a first profile transition.…”