Identifying Differences in Learning Strategies by Demographics and Course Grade in a Community College Context

Autor/inn/en	Fisher, Matthew R.; Cole, Deborah; Oh, Youngha; Vemu, Sheela
Titel	Identifying Differences in Learning Strategies by Demographics and Course Grade in a Community College Context
Quelle	In: Journal of College Science Teaching, 50 (2020) 1, S.3-10 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Learning Strategies; Grades (Scholastic); Community Colleges; Two Year College Students; Metacognition; Reflection; Racial Differences; Age Differences; Gender Differences; Study Skills; College Science + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Notenspiegel; Community college; Community College; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Studientechnik
Abstract	Metacognition and self-regulated learning are skills that contribute to student success, but few studies have examined these topics within a community college context. We addressed this lack of understanding by asking community college biology students to metacognitively reflect on their learning strategies. We took a novel approach in our analysis by investigating how learning strategies potentially differed based on race, age, gender, and final course grade. With some exceptions, we found little evidence to suggest that such differences existed. Notably, we found that learning strategies did not differ between high-achieving and low-achieving students, which contradicts previous studies. We offer several possible explanations for these preliminary results, which include misrepresentation by students in their reflections, external and internal barriers to studying, potential flaws in our survey instrument, and students not effectively using learning strategies. We suggest replication of this study with methodological changes to further investigate any potential differences that may exist among these groups of students. Our research is an example of how classroom action research can provide insight into how students learn, which empowers us to make evidence-based changes in our teaching. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01