Do as I Say, Not as I Do: High, Average, and Low-Performing Students' Strategy Use in Biology

Holschuh, Jodi Patrick

doi:10.1080/10790195.2000.10850105

Cited by 17 publications

(21 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Building on a recent study finding that students with high buy-in toward in-class active learning are more likely to engage in self-regulated learning and have higher course grades ( 46 ), we hypothesize that students who have higher buy-in engage more deeply with the FAs and gain more conceptual learning, while resistant students may only engage on a surface level. This explanation also follows from other work demonstrating that positive perceptions of learning environments lead to deeper study approaches for summative assessments ( 47 – 49 ) and that these approaches are associated with higher exam scores ( 50 – 52 ).…”

Section: Discussionsupporting

confidence: 71%

Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success

Brazeal

Couch

2017

J Microbiol Biol Educ.

View full text Add to dashboard Cite

Formative assessment (FA) techniques, such as pre-class assignments, in-class activities, and post-class homework, have been shown to improve student learning. While many students find these techniques beneficial, some students may not understand how they support learning or may resist their implementation. Improving our understanding of FA buy-in has important implications, since buy-in can potentially affect whether students fully engage with and learn from FAs. We investigated FAs in 12 undergraduate biology courses to understand which student characteristics influenced buy-in toward FAs and whether FA buy-in predicted course success. We administered a mid-semester survey that probed student perceptions toward several different FA types, including activities occurring before, during, and after class. The survey included closed-ended questions aligned with a theoretical framework outlining key FA objectives. We used factor analysis to calculate an overall buy-in score for each student and general linear models to determine whether certain characteristics were associated with buy-in and whether buy-in predicted exam scores and course grades. We found that unfixed student qualities, such as perceptions, behaviors, and beliefs, consistently predicted FA buy-in, while fixed characteristics, including demographics, previous experiences, and incoming performance metrics, had more limited effects. Importantly, we found that higher buy-in toward most FA types predicted higher exam scores and course grades, even when controlling for demographic characteristics and previous academic performance. We further discuss steps that instructors can take to maximize student buy-in toward FAs.

show abstract

Section: Discussionsupporting

confidence: 71%

Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success

Brazeal

Couch

2017

J Microbiol Biol Educ.

View full text Add to dashboard Cite

show abstract

“…For example, students with negative attitudes toward their learning environment or the appropriateness of course assessments favor surface approaches to learning, such as rote memorization, while positive course perceptions are associated with deeper approaches that emphasize conceptual understanding (Trigwell and Prosser, 1991; Lizzio et al ., 2002; Struyven et al ., 2005). Such deep approaches to learning also correlate with higher exam performance (Holschuh, 2000; Davidson, 2003; Elias, 2005). This prior work focusing on summative assessments suggests that student perceptions regarding the purpose and benefits of FAs could impact student interactions with FAs and the learning that results.…”

Section: Introductionmentioning

confidence: 97%

Characterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques

Brazeal

Brown

Couch

2016

LSE

View full text Add to dashboard Cite

show abstract

“…High-achieving college students, for example, used study strategies such as comparing class notes to their textbook, self-quizzing, and reading for understanding (Holschuh, 2000), goal setting and planning, organizing and transcribing notes, and help seeking (Kitsantas) and deductive reasoning (Parham, 1997).…”

mentioning

confidence: 99%

“…Conversely, low-achieving students focused on the order of materials that they needed to study (e.g., first study book or notes; Holschuh, 2000), used more rehearsal strategies than elaborative or organizational strategies (Kitsantas, 2002;VanZile-Tamsen & Livingston, 1999), and reported less effort regulation and help seeking (VanZile-Tamsen & Livingston). Some low performers seemed to understand that they were using ineffective study strategies.…”

mentioning

confidence: 99%

“…The Journal of Educational Research understanding, such as reading and elaborative strategies, whereas low achievers used more rehearsal strategies than elaborative or organizational strategies (Holschuh, 2000;Kitsantas, 2002;VanZile-Tamsen & Livingston, 1999). Understanding, as compared with knowing or memorizing, requires different information processing (e.g., Mugler & Landbeck, 2000;Stanley, 2002), although many students believe that memorizing and learning or understanding are the same (Iran-Nejad, 1990).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Test-Taking Strategies of High and Low Mathematics Achievers

Hong

Sas

2006

The Journal of Educational Research

View full text Add to dashboard Cite

The authors explored test-preparation and test-taking strategies that high school students used in algebra tests. From a pool of high school students (N = 156), 61 students participated in interviews, and of those interviewed, 26 represented those who were high achieving as well as highly interested in mathematics (n = 15) vs. those who were low achieving and showed a low level of interest in mathematics (n = 11). The authors performed category elicitation by using the interview protocols of 56 participants in 3 areas: testpreparation strategy, test-preparation awareness, and test-taking strategy. Elicited constructs included cognitive as well as emotional and motivational strategies and concerns. Whereas some strategies and awareness were common in high and low achievers in mathematics, some strategies varied between the 2 groups. The authors discussed the need for strategy instructions for enhancing high school students' study and test-taking strategies and for addressing their motivational concerns.

show abstract

Do as I Say, Not as I Do: High, Average, and Low-Performing Students' Strategy Use in Biology

Cited by 17 publications

References 17 publications

Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success

Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success

Characterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques

Test-Taking Strategies of High and Low Mathematics Achievers

Contact Info

Product

Resources

About