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Teaching students how to study: a workshop on information processing and self-testing helps students learn.

Stanger-Hall KF, Shockley FW, Wilson RE - CBE Life Sci Educ (2011)

Bottom Line: Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups.Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes.This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this "how to study" workshop as a study support for introductory biology (and other science) students.

View Article: PubMed Central - PubMed

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

ABSTRACT
We implemented a "how to study" workshop for small groups of students (6-12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students' reactions (based on the workshop instructors' experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this "how to study" workshop as a study support for introductory biology (and other science) students.

Show MeSH
Student motivation to implement self-testing as a study tool. Students who reported a higher motivation to implement self-testing as a study tool after the exercise had performed better (points out of 20) during the postreview self-test than students who reported a lower motivation. For example, students with the highest level of motivation to implement self-testing (5: highly likely to implement, N = 29) scored 11 points (55%) in their postreview self-test; the student with the lowest level (not at all likely to implement, N = 1) scored 4 points (20%).
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Figure 4: Student motivation to implement self-testing as a study tool. Students who reported a higher motivation to implement self-testing as a study tool after the exercise had performed better (points out of 20) during the postreview self-test than students who reported a lower motivation. For example, students with the highest level of motivation to implement self-testing (5: highly likely to implement, N = 29) scored 11 points (55%) in their postreview self-test; the student with the lowest level (not at all likely to implement, N = 1) scored 4 points (20%).

Mentions: Many students found the self-testing exercise very useful (Table 1). Most students expressed intentions to implement what they had learned about self-testing into their regular study schedule. The motivation of students to implement self-testing as a study strategy was positively correlated with how well they did in their first (Spearman ρ = 0.261, P = 0.02) and second attempt (Spearman ρ = 0.278, P = 0.013) (Figure 4) to draw and label the plant life cycle.


Teaching students how to study: a workshop on information processing and self-testing helps students learn.

Stanger-Hall KF, Shockley FW, Wilson RE - CBE Life Sci Educ (2011)

Student motivation to implement self-testing as a study tool. Students who reported a higher motivation to implement self-testing as a study tool after the exercise had performed better (points out of 20) during the postreview self-test than students who reported a lower motivation. For example, students with the highest level of motivation to implement self-testing (5: highly likely to implement, N = 29) scored 11 points (55%) in their postreview self-test; the student with the lowest level (not at all likely to implement, N = 1) scored 4 points (20%).
© Copyright Policy - creative-commons
Related In: Results  -  Collection

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Figure 4: Student motivation to implement self-testing as a study tool. Students who reported a higher motivation to implement self-testing as a study tool after the exercise had performed better (points out of 20) during the postreview self-test than students who reported a lower motivation. For example, students with the highest level of motivation to implement self-testing (5: highly likely to implement, N = 29) scored 11 points (55%) in their postreview self-test; the student with the lowest level (not at all likely to implement, N = 1) scored 4 points (20%).
Mentions: Many students found the self-testing exercise very useful (Table 1). Most students expressed intentions to implement what they had learned about self-testing into their regular study schedule. The motivation of students to implement self-testing as a study strategy was positively correlated with how well they did in their first (Spearman ρ = 0.261, P = 0.02) and second attempt (Spearman ρ = 0.278, P = 0.013) (Figure 4) to draw and label the plant life cycle.

Bottom Line: Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups.Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes.This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this "how to study" workshop as a study support for introductory biology (and other science) students.

View Article: PubMed Central - PubMed

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

ABSTRACT
We implemented a "how to study" workshop for small groups of students (6-12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students' reactions (based on the workshop instructors' experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this "how to study" workshop as a study support for introductory biology (and other science) students.

Show MeSH