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Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course by Sheela Vemu; Kameryn Denaro; Brian K. Sato; Adrienne E. Williams is a Social Sciences article available to read on EtoBox.

What is Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course about?

Many science, technology, engineering, and math (STEM) community college students do not complete their degree, and these students are more likely to be women or in historically excluded racial or ethnic groups. In introductory courses, low grades can trigger this exodus. Implementation of high-impact study strategies could lead to increased academic performance and retention. The examination of study strategies rarely occurs at the community college level, even though community colleges educate approximately half of all STEM students in the United States who earn a bachelor’s degree. To fill this research gap, we studied students in two biology courses at a Hispanic-serving community college. Students were asked their most commonly used study strategies at the start and end of the semester. They were given a presentation on study skills toward the beginning of the semester and asked to self-assess their study strategies for each exam. We observed a significantly higher course grade for students who reported spacing their studying and creating drawings when controlling for demographic factors, and usage of these strategies increased by the end of the semester. We conclude that high

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Author

Sheela Vemu; Kameryn Denaro; Brian K. Sato; Adrienne E. Williams

Publisher

American Society for Cell Biology (ASCB)

Published

2022

Language

EN

Field

Social Sciences