Exploring Organic Chemistry I students’ responses to an exam wrapper intervention.
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Abstract
Abstract: Research has demonstrated that academically successful students are effective, self-regulated learners. Moreover, exam wrapper interventions have been shown to foster the development of self-regulated learning behaviors on the part of college students. In this naturalistic, qualitative, and exploratory study, an exam wrapper intervention was implemented in a key, gatekeeping STEM course at a diverse, public university. Student responses to a series of four exam wrappers were collected and analyzed. Results indicated that while many students were able to look critically at their study behaviors and course performance, these behaviors did not necessarily pay off, especially for weaker students. Notably, transfer and/or non-matriculated students were at greatest risk of withdrawal and failure. However all students, both weak and strong, showed a lack of attention towards checking their answers and learning from their mistakes. Overall, the exam wrappers provided useful information regarding the SRL processes of these STEM students.
Correction note:
- All references to AUTHOR are of Horowitz.
- All references to UNIVERSITY/COLLEGE NAME is to Brooklyn College of the City University of New York.
- The referred URL is no longer accessible.
- All references to table 13 are for appendix 1.
- Please disregard references to table 14.
- The missing reference is Horowitz, G., Rabin, L. & Brodale, D. (2013). Improving student performance in Organic Chemistry: Help seeking behaviors and prior chemistry aptitude. Journal of the Scholarship of Teaching and Learning. 13(3), 120-133.
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