The Role of Student Responses to Instructor-Generated SRL (Self-Regulated Learning) Prompts on Student Performance and Self-Efficacy

• In Event: Applying Educational Psychology Lenses to the “Curious Construct of Active Learning” in Undergraduate Science Education

Abstract

Objective and Framework: Recent transformation of STEM courses to active learning pedagogies demonstrates promise for improved academic outcomes (Freeman et al., 2014; Haak et al., 2011; Lombardi et al., 2021). In many cases, effective active learning pedagogies harness practice using components of self-regulated learning (SRL), such as metacognition (Bransford et al., 2000; Smith et al., 2009; Tanner, 2012) or self-efficacy (Ballen et al., 2017; Fencl & Scheel, 2005; Sawtelle et al., 2012). Because SRL is critical for academic success (Zimmerman & Schunk, 2011) and can be learned through classroom instruction (Donker et al., 2014; Kramarski & Gutman, 2006; Wolters & Hoops, 2015), explicit practice with SRL strategies can improve effectiveness of active learning, thereby maximizing outcomes. In this study, we conducted a path analysis to examine whether undergraduate biology students’ prior self-efficacy for strategy use and response quality to instructor-generated SRL prompts aligned with active learning tasks affected their course learning outcomes at varying granularity of assessment (i.e., individual exam questions, test performance, and overall performance) and self-reported self-efficacy for strategy use.

Methods: Undergraduate students (N = 370) in an introductory anatomy and physiology course (Table 1) participated. Students engaged in small group activities and personal response questions in class, quizzes and SRL prompts aligned with course content out-of-class (Table 2), and completed five independent course exams. SRL prompts were generated using a theoretically-ground framework (Sperling, 2017-2019) and administered through a technology-based platform.

Data Sources and Materials: Data sources included students’ responses to the validated 11-item self-report Self-Efficacy for Strategic Learning in Biology Scales (SESLBS) at beginning and end of the semester (Authors, under review). Previous reliability estimates demonstrated strong internal consistency for higher- and lower-level strategic learning (αs > 0.90) and reliability in this study was strong across levels and administrations (α= .86-.96).

A coding rubric measured quality of students’ responses to four SRL prompts. The four-point rubric ranged from 0: incorrect or missing answer, 1: an acceptable answer missing some major ideas and correct vocabulary; 2: a good answer included major ideas but was missing vocabulary; 3: contains all ideas and correct vocabulary. Students’ performance on individual exam questions matched to specific SRL prompts, four course tests, and final course scores were included for analyses. See Table 3 for descriptive statistics.

Results and Significance: The path model demonstrated a good model fit (Kline, 2005) and indicated that students’ response quality to SRL prompts had positive effects on individual exam questions and overall exams. In addition, students’ response quality to the SRL prompts had positive indirect effects on final course scores. See Figures 1, 2, 3. Students’ self-efficacy for biology strategic learning was higher when compared to their self-efficacy prior to the release of the SRL prompts.
These findings suggested that biology instructors’ use of a SRL tool that prompts students’ use of successful SRL strategies results in positive impacts on students’ self-efficacy for strategy use and learning outcomes within the course.

Authors

• Jennelle L. Malcos, Pennsylvania State University

• Ying Wang, FHI 360

• Rayne A. Sperling, Pennsylvania State University