1. Systematic Inquiry Project: Impact of Reflection on Student Implementation of Study Aids Melissa Book McAlexander, Ph.D. NDNU Certificate in College Teaching and Learning at HSIs

2. Systematic Inquiry Project: Impact of Reflection on Student Implementation of Study Aids Melissa Book McAlexander, Ph.D. NDNU Certificate in College Teaching and Learning at HSIs

3. The Context: Science Success Seminar Entering Freshmen and some transfers Introduces specific strategies students can use for taking notes, studying, time management, etc. CC BY 2.0 by Flickr User Todd

4. Who is not learning? Course presented lots of approaches to study skills No way to know if students were implementing them beyond classwork

5. Learning and Study Skills Inventory Web-based 80 questions Respond to statements: “very typical of me” to “not at all typical of me” Scores on 10 independent scales Diagnostic – we used as pre/post assessment

6. LASSI Scales Skill: Info Processing, Selecting Main Ideas, Test Strategies Will: Anxiety, Attitude, Motivation Self-Regulation: Concentration, Self-Testing, Study Aids, Time Management

7. Are my students learning what I intend them to learn? Preliminary LASSI results Number of students > 50 th percentile 21 students in each section CONINPSFTSTATST Section 33107 7 Section 46611

8. What needs to be studied? Does assigned, regular reflection on implementation of new study skills influence skill building and frequency of use? Flickr User AllieKF CC BY SA 2.0

9. How will I measure impact of the change? Assign one course section regular reflection about specific strategy they implemented (with evidence/example) Other course section did not have assignment, but were verbally encouraged to implement strategies throughout the semester.

10. My research question Can requiring implementation of strategies and regular reflection change students’ scores on the skill or self-regulation components of LASSI? Scales of interest Skill: Info Processing, Selecting Main Ideas, Test Strategies

14. Information Processing (INP) How well students create organizational schemes to foster understanding and recall Sample Statements To help me remember new principles we are learning in class, I practice applying them. I try to find relationships between what I am learning and what I already know.

15. Information Processing ControlExperimental 50 th Percentile Pre-test (Sept)610 Post-test (Dec)1113 +5+3 75 th Percentile Pre-test (Sept)45 Post-test (Dec)911 +5+6

16. INP – control group

17. INP – experimental group

18. My research question Can requiring implementation of strategies and regular reflection change students’ scores on the skill or self-regulation components of LASSI? Scales of interest Self-Regulation: Concentration, Self-Testing, Study Aids, Time Management

23. Concentration (CON) Measure students’ abilities to concentrate and direct their attention to school and school- related tasks, including study activities. Sample Statements My mind wanders a lot when I study. If I get distracted during class, I am able to refocus my attention.

24. LASSI: Concentration Scale ControlExperimental 50 th Percentile Pre-test (Sept) 63 Post-test (Dec) 1013 +4+10 75 th Percentile Pre-test (Sept) 41 Post-test (Dec) 68 +2+9

25. On their own, few students had large change in CON score

26. When required to implement strategies, student CON scores increased

27. What does it all mean?