Improving Performance and Retention in Introductory Biology with a Utility-Value Intervention

Area of Science:

• Biology Education
• STEM Education Research

Background:

• Encouraging STEM performance and persistence is crucial.
• Utility Value (UV) writing interventions show promise for increasing student engagement and performance in introductory courses.
• Optimal dosage and timing for UV interventions require further investigation.

Purpose of the Study:

• To test the effectiveness of a UV writing intervention in a two-semester introductory biology sequence.
• To determine the impact of UV intervention dosage (0-3 assignments) and timing on student outcomes.
• To examine how UV intervention effects vary based on student academic history.

Main Methods:

• A randomized controlled trial with 577 students in an introductory biology course.
• Students were assigned to receive 0, 1, 2, or 3 UV writing assignments or control assignments.
• The study analyzed the effects of UV dosage and assignment timing on course grades, subsequent course enrollment, and STEM major persistence.

Main Results:

• Students receiving any UV assignments achieved higher course grades compared to the control group.
• UV intervention increased the likelihood of enrolling in the second biology course and decreased STEM major abandonment.
• Optimal timing of UV assignments differed: early for lower-performing students, late for higher-performing students.

Conclusions:

• Utility Value writing interventions are effective in enhancing student success and retention in STEM.
• The dosage and timing of UV interventions should be considered for maximizing benefits.
• Tailoring UV intervention timing based on student performance can optimize its impact on STEM persistence.