Fostering Self-Regulated Learning Skills Through a Science of Learning Course

• In Event: An Integrative and Comparative Analysis of Approaches to Developing Undergraduates’ Learning Skills

Abstract

A vast theoretical and empirical literature has shown that self-regulated learning (SRL) knowledge, skills, and dispositions are critical to academic success (Dent & Koenka, 2016; Zimmerman, 2013). SRL involves the active, intentional pursuit of learning goals through effective planning, monitoring, controlling, and reflecting upon both internal and external factors before, during, and after learning (Greene, in press). First-generation college students, who, on average, comprise one-third of four-year and community college populations (Cahalan & Perna, 2015), tend to be less academically prepared for college than their peers (Chen, 2005), and would likely benefit from direct instruction of SRL (Kistner et al., 2010). Therefore, we investigated whether a science of learning (SOL) course, grounded in SRL theory and skill development (Hattie & Donoghue, 2016), would have demonstrable effects on how college students learn (i.e., SRL process data), as well as learning outcomes such as declarative and conceptual knowledge gains (i.e., product data).
Over the course of three semesters, we randomly assigned 153 first-generation college students to either a treatment condition (i.e., SOL course), a comparison condition (i.e., receipt of all reading materials from the SOL course but no formal enrollment or instruction), or a control condition (i.e., no enrollment in course or receipt of materials). Toward the end of their semester of enrollment in the study, we recruited participants from each of the three conditions for an additional laboratory investigation of their SRL processing and ability to use a computer-based learning environment (CBLE) to acquire declarative and conceptual knowledge about a biology topic. Forty-three students participated in this component of the study, where they took a pretest on the topic, learned for 30 minutes using a CBLE while enacting a think-aloud protocol (TAP; Greene et al., 2011), and then took a posttest on the topic.
We conducted mixed ANCOVA analyses (i.e., 2x3, pretest-posttest learning gain across three conditions) of scores from two declarative knowledge measures and one conceptual knowledge measure, with students’ number of previous relevant courses as a covariate. On average, participants’ scores increased from pretest to posttest on each knowledge measure; in other words, students exhibited learning gains. Furthermore, there was a statistically and practically significant interaction of pretest-posttest and condition for the conceptual knowledge measure (p < .05; partial 2 = .152) indicating that participants in the treatment condition outperformed comparison and control participants. Therefore, the SOL course had a positive effect on college students’ performance learning with a CBLE. These product data effects will be further explored by an analysis of coded TAP data, revealing how treatment students’ SRL processing differed from those in the comparison and control groups. Together, these process and product data paint a clear picture of how the SOL course improved both how students enacted SRL as well as what they learned. The findings from this study will inform the literature on curricular supports for first-generation college students, showing a promising avenue for fostering the knowledge, skills, and dispositions necessary for success in higher education.

Authors

• Jeff A. Greene, University of North Carolina - Chapel Hill

• Rebekah Freed, University of North Carolina - Chapel Hill

• Nikki G. Lobczowski, McGill University

• Brian Cartiff, University of North Carolina - Chapel Hill

• Cynthia Demetriou, University of North Carolina- Chapel Hill

• A. T. Panter, University of North Carolina - Chapel Hill