Effects of Digital Learning Skill Training on the Academic Performance of Undergraduates in Science and Mathematics
Effects of Digital Learning Skill Training on the Academic Performance of Undergraduates in Science and Mathematics
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DOI：
10.1037/edu0000485
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发表时间：
2021-08-01
影响因子：
4.9
通讯作者：
Warren, Carryn Bellomo
中科院分区：
文献类型：
--
作者：
Bernacki, Matthew L.;Vosicka, Lucie;Warren, Carryn Bellomo
许多科学，工程，技术和数学（STEM）专业未能完成学位，而那些离开的人报告说他们缺乏STEM课程所需的学习技能。在2项研究中，我们检查了当学生被分配完成一个简短的数字学习技能培训计划时，对学生考试成绩的影响，我们将该计划嵌入到他们的大学学习管理系统的课程网站上，用于他们的大型讲座科学和数学课程。研究1探讨了在课程的第一周内直接在STEM课程网站上向学生教授学习技能的简短培训是否会鼓励本科科学学习者采取有效的学习行为并提高他们的考试成绩。其他分析研究了STEM劳动力中代表性不足的群体的好处：第一代大学生。花时间完成培训的学生更多地利用了支持计划，监控和认知策略使用的资源，并且在初始和期末考试中表现优于对照组的学生。研究2探讨了是否相同，域一般的学习技能培训可以产生效果时，放置在大学代数课程。在第二个课程单元的早期进行随机分配到治疗组和对照组。在接下来的两个单元考试中，那些在技能训练条件下的学生比解决了额外代数问题的对照组学生表现得更好。在所有研究中，培训对第一代和第二代学生的影响相似。然而，取得的效果往往提高了第一代学生的考试成绩从低于以上的最低分数，这需要重新注册课程，并推迟STEM学位的完成。
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.