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To Highlight or Summarize? The Benefits of Constructive Learning in Geology.

To Highlight or Summarize? The Benefits of Constructive Learning in Geology.

Primary Author: Rachel Wong

Faculty Sponsor: Olusola Adesope

 

Primary College/Unit: College of Education

Category: Arts and Education Sciences

Campus: Pullman

 

Abstract:

 

Learning strategies that college students frequently utilize include highlighting or summarizing. However, based on Chi and Wylie’s ICAP framework (2014), these strategies are not equally effective. The framework identifies four modes of cognitive engagement in learning – passive, active, constructive, and interactive, defined by the overt learning activities that learners participate in. As learners’ engagement increase from passive towards interactive, they are likely to develop a deeper understanding of the material. Based on the framework, highlighting is classified as active and summarizing as constructive, implying that summarizing should result in greater learning.

 

This study was conducted with undergraduate geology students. Students were randomly assigned to either the highlighting or summarizing condition. All students completed a 5-item pre-test. The learning material consisting of six paragraphs, presented individually, aligned with students’ curriculum. In the highlighting condition, students highlighted key words for each paragraph while students in the summarizing condition summarized each paragraph after reading. All students completed immediate and delayed retention and transfer questions, with the delayed questions administered a week later.

 

Results indicated that the summarizing condition outperformed the highlighting condition on both immediate retention (d = 0.52) and delayed transfer (d = 0.54). The findings from this study provide empirical support for the ICAP framework, indicating that a constructive mode of engagement is more beneficial than an active mode of engagement. Since this study was conducted in an authentic learning environment, the findings are even more impactful for educators and students who are interested in identifying strategies to improve learning.

 

Exploring the Effectiveness of Academic Probation/Reinstatement Interventions on Academic Success Behaviors and Strategies of Undergraduate Students

Exploring the Effectiveness of Academic Probation/Reinstatement Interventions on Academic Success Behaviors and Strategies of Undergraduate Students

Primary Author: Katie Reilly

Faculty Sponsor: Olusola Adesope

 

Primary College/Unit: College of Education

Category: Arts and Education Sciences

Campus: Pullman

 

Abstract:

PRINCIPAL TOPIC

Undergraduate students who are on academic probation/reinstatement due to falling short of expected GPA standards set by colleges and universities are at high risk of dropping out or being dismissed. To retain these students and to support students at-risk of academic failure, many colleges and universities have focused on providing interventions to increase retention and academic success. The goal of this pilot study was to examine the impact of academic support interventions that possibly contribute to the academic success and retention of students who are not meeting WSU academic standards.

 

METHOD

This study sought to answer the following research questions: 1) What are the overall impacts of academic probation interventions on the academic success strategies and behaviors of students on academic probation? and 2) Which intervention(s) have the most significant impact on the academic success strategies and behaviors of students on academic probation? Using an experimental within-subjects design, this study investigated the impact of three support interventions: an academic success course, academic coaching, and workshops.

 

RESULTS AND IMPLICATIONS

Initial results showed increases in positive academic success behaviors and strategies for all three interventions, however academic coaching interventions saw higher gains in academic success strategies and behaviors than students enrolled in an academic success course or students assigned to workshops. While research has mostly focused on impacts academic success courses have on supporting students on academic probation/reinstatement, this study suggests that research should begin exploring additional methods of support that may ultimately be more constructive to this special population.