Tracing Undergraduate Science Learners' Digital Cognitive Strategy Use and Effects on Achievement

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: Pedagogical Models and Strategies for Teaching With Technology

Abstract

As experts project a need for one million more STEM graduates, half who enter baccalaureate programs leave before completing their degrees (PCAST, 2012). These experts encourage instructors to promote empirically-supported, cognitive learning strategies including practice testing, distributed practice, and pre-reading in courses. When provided digitally in a learning management system, 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 (i.e., retrieval practice) predicted final grades of 220 biology undergraduates. Significant predictors included timing and number of practice tests completed prior to exams (i.e., traces of retrieval practice); metrics representing distributed practice and pre-reading did not predict achievement.

Authors

• Kyle Castro Mefferd, Touro University - Nevada

• Matthew L. Bernacki, University of Nevada - Las Vegas