Improving Undergraduate Biology Learning and Achievement With a Combined Cognitive-Motivational Intervention

• In Event: Exploring Students' Perceptions of Value, Relevance, and Interest in STEM Contexts

Abstract

Basic research has clearly showed the contributions of both cognition and motivation to STEM achievement and retention. We used three cognitive and three motivational theoretical constructs to create a combined intervention aiming to improve course achievement and retention in STEM for first-year (“gateway”) biology students. 315 diverse students from an introductory biology course for majors participated in a Web-based experiment. Relevance- and self-efficacy enhancing and costs-offsetting components significantly improved cognition which improved grades. Worked examples decreased effort costs, which maintained intention to remain in STEM. We discuss implications for theory (large contribution of costs, relation of worked examples to learning tasks) and practice.

Authors

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Avi Kaplan, Temple University

• Tony Perez, Old Dominion University

• Ting Dai, Temple University

• Kyle Mara

• Yonaton S. Davidson, Temple University

• Michael Balsai

• Erica Chew, Old Dominion University