Poster #16 - The Effects of a Learning Strategies Intervention Administered by Undergraduate Learning Assistants

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-1 - Exploring Motivational Constructs in Authentic Academic Settings

Abstract

Broadly defined, peer teaching involves a specific tutor attempting to aid a specific tutee or tutees in knowledge acquisition. Peer teaching reportedly increases academic achievement, motivation, study skills, and metacognition. The current study investigated whether course learning assistants (LAs) could effectively deliver a learning strategies intervention to undergraduate biology students (treatment n=70, control n=61). Research questions addressed whether differences in self-efficacy, strategy use, and metacognition existed between treatment and control groups. The intervention’s effect on students’ metacognition, SRL strategy use, and academic performance were also investigated. Intervention participants reported higher pre-survey self-efficacy and strategy use, but no difference in metacognition was found. The intervention appeared to increase students’ reported SRL strategy use, but other effects were unclear.

Authors

• Joseph C Tise, The Pennsylvania State University

• Rayne A. Sperling, The Pennsylvania State University