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Research and Teaching: Examining the Effectiveness of a Postexam Review Activity to Promote Self-Regulation in Introductory Biology Students

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  • Source:
    Journal of College Science Teaching, v46 n4 p84-92 Mar 2017. 9 pp.
  • Accession Number:
    http://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst17_046_04_84
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
    • Peer Reviewed:
      Y
    • ISSN:
      0047-231X
    • Subject Terms:
    • Abstract:
      A postexam review activity was implemented in an introductory biology course to help students learn from their mistakes and strengthen reasoning and self-regulatory skills. The goal of this study was to design and test a strategy to measure the effectiveness of the postexam review using student performance and attitudinal measures. We evaluated student work for correctness, completeness, and quality of the explanations associated with corrections, and we examined the relationship between quality of responses and performance on course examinations. We investigated the number and variety of strategies and behaviors that students used when preparing for exams and examined student perceptions related to the postexam review as a learning activity. Our results illustrate the potential value of this activity for students and instructors but reveal difficulties that students encounter and inconsistencies between performance and perception. Our findings prompted us to increase the amount of guidance and feedback we offer students and to incorporate additional exercises that promote the development of self-regulatory skills.
    • Abstract:
      As Provided
    • Number of References:
      25
    • Physical Description:
      9
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      APR2018
    • Publication Date:
      2017
    • Accession Number:
      EJ1136627
  • Citations
    • ABNT:
      ANDAYA, G. et al. Research and Teaching: Examining the Effectiveness of a Postexam Review Activity to Promote Self-Regulation in Introductory Biology Students. Journal of College Science Teaching, [s. l.], v. 46, n. 4, p. 84–92, 2017. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1136627&custid=s8280428. Acesso em: 7 ago. 2020.
    • AMA:
      Andaya G, Hrabak VD, Reyes ST, Diaz RE, McDonald KK. Research and Teaching: Examining the Effectiveness of a Postexam Review Activity to Promote Self-Regulation in Introductory Biology Students. Journal of College Science Teaching. 2017;46(4):84-92. Accessed August 7, 2020. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1136627&custid=s8280428
    • APA:
      Andaya, G., Hrabak, V. D., Reyes, S. T., Diaz, R. E., & McDonald, K. K. (2017). Research and Teaching: Examining the Effectiveness of a Postexam Review Activity to Promote Self-Regulation in Introductory Biology Students. Journal of College Science Teaching, 46(4), 84–92.
    • Chicago/Turabian: Author-Date:
      Andaya, Gillian, Victoria D. Hrabak, Sarah T. Reyes, Rafael E. Diaz, and Kelly K. McDonald. 2017. “Research and Teaching: Examining the Effectiveness of a Postexam Review Activity to Promote Self-Regulation in Introductory Biology Students.” Journal of College Science Teaching 46 (4): 84–92. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1136627&custid=s8280428.
    • Harvard:
      Andaya, G. et al. (2017) ‘Research and Teaching: Examining the Effectiveness of a Postexam Review Activity to Promote Self-Regulation in Introductory Biology Students’, Journal of College Science Teaching, 46(4), pp. 84–92. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1136627&custid=s8280428 (Accessed: 7 August 2020).
    • Harvard: Australian:
      Andaya, G, Hrabak, VD, Reyes, ST, Diaz, RE & McDonald, KK 2017, ‘Research and Teaching: Examining the Effectiveness of a Postexam Review Activity to Promote Self-Regulation in Introductory Biology Students’, Journal of College Science Teaching, vol. 46, no. 4, pp. 84–92, viewed 7 August 2020, .
    • MLA:
      Andaya, Gillian, et al. “Research and Teaching: Examining the Effectiveness of a Postexam Review Activity to Promote Self-Regulation in Introductory Biology Students.” Journal of College Science Teaching, vol. 46, no. 4, Mar. 2017, pp. 84–92. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1136627&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Andaya, Gillian, Victoria D. Hrabak, Sarah T. Reyes, Rafael E. Diaz, and Kelly K. McDonald. “Research and Teaching: Examining the Effectiveness of a Postexam Review Activity to Promote Self-Regulation in Introductory Biology Students.” Journal of College Science Teaching 46, no. 4 (March 1, 2017): 84–92. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1136627&custid=s8280428.
    • Vancouver/ICMJE:
      Andaya G, Hrabak VD, Reyes ST, Diaz RE, McDonald KK. Research and Teaching: Examining the Effectiveness of a Postexam Review Activity to Promote Self-Regulation in Introductory Biology Students. Journal of College Science Teaching [Internet]. 2017 Mar 1 [cited 2020 Aug 7];46(4):84–92. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1136627&custid=s8280428