Supporting Undergraduate Biology Students’ Academic Success: Comparing Two Workshop Interventions-Reference-Cited by-同舟云学术

Supporting Undergraduate Biology Students’ Academic Success: Comparing Two Workshop Interventions

Published:2021-12 Issue:4 Volume:20 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Hensley Lauren¹,Kulesza Amy²,Peri Joshua¹,Brady Anna C.¹³,Wolters Christopher A.¹,Sovic David²,Breitenberger Caroline²

Affiliation:

1. Dennis Learning Center, College of Education and Human Ecology, Ohio State University, Columbus, OH 43201

2. Center for Life Sciences Education, College of Arts and Sciences, Ohio State University, Columbus, OH 43210

3. College of Education, Georgia Southern University, Statesboro, GA 30460

Abstract

When teaching college biology students to use effective learning strategies, does it help to address both the what and the when of studying? Findings indicated that students who learned about time management in addition to metacognition had higher exam grades and commitment to earning a college degree at the end of the semester.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference164 articles.

1. Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness

2. Table of Contents

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