Making the Grade in Undergraduate Biology Courses [electronic resource] : Factors that Distinguish High and Low Achievers / Sherrie L. Nist and Others.
The factors that influence the performance of undergraduate students in introductory biology courses were studied, considering cognitive, metacognitive, and behavioral factors. From 612 participants volunteering, 52 consistent high performers and 57 consistent low performers were selected. Informati...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1995.
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| Summary: | The factors that influence the performance of undergraduate students in introductory biology courses were studied, considering cognitive, metacognitive, and behavioral factors. From 612 participants volunteering, 52 consistent high performers and 57 consistent low performers were selected. Information was collected on their study habits, metacognitive strategies, cognitive ability, class attendance, and the amount of support services they used with reference to each of four tests taken in the course. Overall, the most powerful predictor was the score on the Scholastic Aptitude Test verbal section (SATV). The second most discriminating variable was the students' own predictions of examination performance, a measure of metacognition. Another obvious discriminating factor was class attendance. Implications of considering the SATV as a measure of reading comprehension or as a measure of ability are discussed. (Contains 3 tables and 24 references.) (SLD) |
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| Item Description: | ERIC Document Number: ED390934. ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995). |
| Physical Description: | 12 p. |