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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Teaching students how to study: a workshop on information processing and self-testing helps students learn.

Kathrin F Stanger-Hall1, Floyd W Shockley, Rachel E Wilson

  • 1Department of Plant Biology, University of Georgia, Athens, GA 30602, USA. ksh@uga.edu

CBE Life Sciences Education
|June 3, 2011
PubMed
Summary

A "how to study" workshop improved biology students' learning and critical thinking skills. Students showed better performance on final exams, demonstrating long-term retention of self-testing techniques.

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Area of Science:

  • Educational Psychology
  • Biology Education
  • Learning Sciences

Background:

  • Effective study strategies are crucial for student success in introductory science courses.
  • Many students struggle with self-regulation techniques, impacting learning and critical thinking.
  • There is a need for evidence-based study support interventions in higher education.

Purpose of the Study:

  • To implement and evaluate a "how to study" workshop for introductory biology students.
  • To teach students self-regulating techniques, focusing on information processing and self-testing.
  • To assess the impact of the workshop on student learning, critical thinking, and exam performance.

Main Methods:

  • A "how to study" workshop was delivered to 93 consenting introductory biology students in small groups.
  • Students engaged in visualization-based exercises for information processing and self-testing with immediate feedback.
  • Student performance was evaluated using workshop-related questions on the final exam and compared to control groups.

Main Results:

  • Students rated workshop activities highly and reported positive experiences.
  • Workshop participants significantly outperformed control groups on both lower- and higher-order thinking final exam questions.
  • A significant correlation was found between student achievement (GPA) and overall final exam performance, but not workshop outcomes.

Conclusions:

  • The "how to study" workshop effectively enhanced students' learning and critical thinking skills in biology.
  • The observed long-term retention of self-testing effects supports the workshop's efficacy.
  • This intervention shows promise for large-scale implementation as a study support for science students.