Poster #29 - Tracing Science Learners' Digital Distribution of Self-Assessment Quizzes, Lecture Access, and Effects on Achievement

• In Event: 21.063 - MTCC Poster Session Three
  In Poster Session: 21.063-2 - Social and Cognitive Influences on Academic Performance

Abstract

Experts project a need for one million more STEM graduates, but half of entering STEM majors leave before completing the degree. To increase retention, instructors should promote empirically-supported, cognitive learning strategies including practice testing, distributed practice, and pre-reading. This can be accomplished via learning management systems where resource use can be examined via log-file traces as representative of cognitive strategies, and association with course achievement can be observed. Regression models capturing traces of pre-reading and (distribution of) self-assessment quizzing under different study schedules (e.g., expanding, equal, contracting, massed) predicted unit exam grades of 220 biology undergraduates. Significant predictors included pre-reading, timing of practice tests, and contracting and massed schedules; metrics representing an expanding and equal schedule did not predict achievement.

Authors

• Kyle Castro Mefferd, Touro University - Nevada

• Matthew L. Bernacki, University of North Carolina Chapel Hill

• Wonjoon Hong, University of Nevada - Las Vegas