How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology
Amanda J Sebesta1, Elena Bray Speth2
1Biology Department, Saint Louis University, St. Louis, MO 63103.
CBE Life Sciences Education
|May 13, 2017
Summary
Students in introductory biology courses often struggle with self-regulated learning (SRL) strategies. Higher-achieving students utilize cognitive and metacognitive SRL more effectively, suggesting a need for targeted interventions to improve learning outcomes.
Area of Science:
- Educational Psychology
- Undergraduate Biology Education
Background:
- College science courses demand significant content mastery and learner autonomy.
- Self-regulated learning (SRL) involves goal setting, progress monitoring, and strategy application, crucial for expert learners.
Purpose of the Study:
- Investigate SRL strategy use in introductory biology.
- Correlate SRL strategies with student achievement and grade improvement.
- Explore students' proposed future study approaches.
Main Methods:
- Surveyed students in a large undergraduate introductory biology course.
- Analyzed self-reported SRL strategy use.
- Examined associations between strategy use, exam performance, and grade changes.
Main Results:
- Higher-achieving students and those improving grades reported more frequent use of cognitive and metacognitive strategies.
- Lower-achieving students often failed to implement strategies or saw no improvement.
Conclusions:
- Many students entering introductory biology possess limited SRL knowledge or implementation skills, impacting academic success.
- Course-based interventions promoting SRL are vital for developing lifelong learning skills.
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