Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics.
- 1 August 2021
- journal article
- research article
- Published by American Psychological Association (APA) in Journal of Educational Psychology
- Vol. 113 (6), 1107-1125
- https://doi.org/10.1037/edu0000485
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.Keywords
Funding Information
- National Science Foundation (DRL 1420491)
This publication has 27 references indexed in Scilit:
- The role of identity development, values, and costs in college STEM retention.Journal of Educational Psychology, 2014
- Effectiveness of learning strategy instruction on academic performance: A meta-analysisEducational Research Review, 2014
- Student Ownership of Learning as a Key Component of College ReadinessAmerican Behavioral Scientist, 2013
- Improving Students’ Learning With Effective Learning TechniquesPsychological Science in the Public Interest, 2013
- Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for InstructionEducational Psychology Review, 2012
- Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school levelMetacognition and Learning, 2008
- The impact of text coherence on learning by self-explanationLearning and Instruction, 2007
- “Is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectationsHigher Education, 2007
- Distributed and massed practice: from laboratory to classroomApplied Cognitive Psychology, 2004
- Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.Psychological Bulletin, 2004