Top

Learning Environments Research

Published in:

30-06-2020 | Original Paper

Beyond grades: improving college students’ social-cognitive outcomes in STEM through a collaborative learning environment

Authors: Marina Micari, Pilar Pazos

Published in: Learning Environments Research | Issue 1/2021

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

We investigated social-cognitive outcomes for U.S. university students engaged in a supplemental small-group peer-learning program which provided a more intimate learning environment than the associated course. We surveyed 604 students taking part in such a program at the beginning and end of an academic term on social-cognitive factors related to their experience in an introductory-level STEM (science, technology, engineering, and mathematics) course, to which the supplemental peer-learning program was attached. A comparison group consisted of 676 non-participants enrolled in the same courses, but not taking part in the supplemental program. Those who had participated in the peer-learning program experienced greater gains, relative to the comparison group, in self-efficacy for course tasks and self-regulation for learning, and they were less likely to use surface-level memorisation in studying for the course. The findings suggest that small-group learning in the university setting can be used as a means to improve students’ study habits and confidence about the course, contributing social-cognitive outcomes to an existing body of literature which emphasises academic performance outcomes.

previous article Quantifying the effects of active learning environments: separating physical learning classrooms from pedagogical approaches

next article Effects of using a variety of kinesthetic classroom equipment on elementary students’ on-task behaviour: a pilot study

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Alt, D. (2015). Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education. Learning Environments Research, 18(1), 47–67.CrossRef

Anderson, A., Hamilton, R. J., & Hattie, J. (2004). Classroom climate and motivated behaviour in secondary schools. Learning Environments Research, 7(3), 211–225.CrossRef

Aronson, E. (1997). The Jigsaw classroom: Building cooperation in the classroom. London: Longman.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Macmillan.

Biggs, J. (1993). What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63(1), 3–19.CrossRef

Bonsangue, M. V., & Drew, D. E. (1995). Increasing minority students’ success in calculus. New Directions for Teaching and Learning, 1995(61), 23–33.CrossRef

Booth, P., Luckett, P., & Mladenovic, R. (1999). The quality of learning in accounting education: The impact of approaches to learning on academic performance. Accounting Education, 8(4), 277–300.CrossRef

Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavioral Development, 14(2), 153–164.CrossRef

Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., et al. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525–534.CrossRef

Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64.CrossRef

Chen, Y., Henning, M., Yielder, J., Jones, R., Wearn, A., & Weller, J. (2015). Progress testing in the medical curriculum: Students’ approaches to learning and perceived stress. BMC Medical Education, 15(1), Article 147.

Chin, C., & Brown, D. E. (2000). Learning in science: A comparison of deep and surface approaches. Journal of Research in Science Teaching, 37(2), 109–138.CrossRef

Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35.CrossRef

Dart, B. C., Burnett, P. C., Purdie, N., Boulton-Lewis, G., Campbell, J., & Smith, D. (2000). Students’ conceptions of learning, the classroom environment, and approaches to learning. The Journal of Educational Research, 93(4), 262–270.CrossRef

Dolmans, D. H., & Schmidt, H. G. (2006). What do we know about cognitive and motivational effects of small group tutorials in problem-based learning? Advances in Health Sciences Education, 11(4), Article 321.

Drane, D., Micari, M., & Light, G. (2014). Students as teachers: Effectiveness of a peer-led STEM learning programme over 10 years. Educational Research and Evaluation, 20(3), 210–230. https://doi.org/10.1080/13803611.2014.895388.CrossRef

Entwistle, N. J. (1997). The approaches and study skills inventory for students (ASSIST). Edinburgh: Centre for Research on Learning and Instruction, University of Edinburgh.

Entwistle, N., Tait, H., & McCune, V. (2000). Patterns of response to an approaches to studying inventory across contrasting groups and contexts. European Journal of Psychology of Education, 15(1), Article 33.

Felder, R. M., & Brent, R. (2007). Cooperative learning. In P. A. Mabrouk (Ed.), Active learning: Models from the analytical sciences (ACS symposium series, 970) (pp. 34–53). Washington, DC: American Chemical Society.CrossRef

Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100.CrossRef

Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006). A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of Educational Psychology, 98(4), 732–749.CrossRef

Gore, P. A. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14(1), 92–115. https://doi.org/10.1177/1069072705281367.CrossRef

Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4), 462–482. https://doi.org/10.1016/j.cedpsych.2004.01.006.CrossRef

Hall, S., Lewis, M., Border, S., & Powell, M. (2013). Near-peer teaching in clinical neuroanatomy. The Clinical Teacher, 10(4), 230–235.CrossRef

Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38(5), 365–379.

Kember, D., & Gow, L. (1994). Orientations to teaching and their effect on the quality of student learning. The Journal of Higher Education, 65(1), 58–74.CrossRef

Lammers, W. J., & Murphy, J. J. (2002). A profile of teaching techniques used in the university classroom: A descriptive profile of a US public university. Active Learning in Higher Education, 3(1), 54–67.CrossRef

Lewis, S. E., & Lewis, J. E. (2005). Departing from lectures: An evaluation of a peer-led guided inquiry alternative. Journal of Chemical Education, 82(1), Article 135. https://doi.org/10.1021/ed082p135.

Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486–512.CrossRef

Liu, E. S., Carmen, J. Y., & Yeung, D. Y. (2015). Effects of approach to learning and self-perceived overall competence on academic performance of university students. Learning and Individual Differences, 39, 199–204.CrossRef

Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I—Outcome and process. British Journal of Educational Psychology, 46(1), 4–11.CrossRef

Mazlum, F., Cheraghi, F., & Dasta, M. (2015). English teachers’ self-efficacy beliefs and students learning approaches. International Journal of Educational Psychology, 4(3), 305–328.CrossRef

Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131.CrossRef

Michaelsen, L. K., & Sweet, M. (2011). Team-based learning. New Directions for Teaching and Learning, 2011(128), 41–51.CrossRef

Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30–38.CrossRef

Murphey, T., & Arao, H. (2001). Reported belief changes through near peer role modeling. Tesl-Ej, 5(3), 1–15.

Nichols, J. D. (1996). The effects of cooperative learning on student achievement and motivation in a high school geometry class. Contemporary Educational Psychology, 21(4), 467–476.CrossRef

Nichols, J. D., & Miller, R. B. (1994). Cooperative learning and student motivation. Contemporary Educational Psychology, 19(2), 167–178.CrossRef

Ning, H. K., & Downing, K. (2010). The impact of supplemental instruction on learning competence and academic performance. Studies in Higher Education, 35(8), 921–939.CrossRef

Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 3(41), 198–215.CrossRef

Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.CrossRef

Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116–125.CrossRef

Panitz, T., & Panitz, P. (1998). Encouraging the use of collaborative learning in higher education. In J. J. F. Forest (Ed.), University teaching: International perspectives (pp. 161–201). London: Taylor and Francis.

Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.CrossRef

Pintrich, P. R., et al. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Retrieved June 26, 2020 from https://eric.ed.gov/?id=ED338122.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.CrossRef

Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: Society for Research into Higher Education and Open University Press.

Ramsden, P. (2003). Learning to teach in higher education. London: Routledge.CrossRef

Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261.CrossRef

Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1–2), 111–139.CrossRef

Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment (pp. 281–303). New York: Springer.CrossRef

Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 15–31). London: Elsevier.CrossRef

Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. New York: Guilford Press.

Schunk, D. H., & Zimmerman, B. J. (2003). Self-regulation and learning. In I. B. Weiner, W. M. Reynolds, & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 59–78). New York: Wiley.

Slavin, R. E., Hurley, E. A., & Chamberlain, A. (2003). Cooperative learning and achievement: Theory and research. In I. B. Weiner, W. M. Reynolds, & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 177–198). New York: Wiley.

Smith, T. J., McKenna, C. M., & Hines, E. (2014). Association of group learning with mathematics achievement and mathematics attitude among eighth-grade students in the US. Learning Environments Research, 17(2), 229–241.CrossRef

Spada, M. M., Nikcevic, A. V., Moneta, G. B., & Ireson, J. (2006). Metacognition as a mediator of the effect of test anxiety on a surface approach to studying. Educational Psychology, 26(5), 615–624.CrossRef

Sungur, S., & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99(5), 307–320.CrossRef

Supanc, M., Völlinger, V. A., & Brunstein, J. C. (2017). High-structure versus low-structure cooperative learning in introductory psychology classes for student teachers: Effects on conceptual knowledge, self-perceived competence, and subjective task values. Learning and Instruction, 50, 75–84.CrossRef

Tien, L. T., Roth, V., & Kampmeier, J. A. (2002). Implementation of a peer-led team learning instructional approach in an undergraduate organic chemistry course. Journal of Research in Science Teaching, 39(7), 606–632. https://doi.org/10.1002/tea.10038.CrossRef

Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37(1), 57–70.CrossRef

Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796.CrossRef

Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95–108.CrossRef

Van Keer, H., & Verhaeghe, J. P. (2005). Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders’ reading comprehension and self-efficacy perceptions. The Journal of Experimental Education, 73(4), 291–329.CrossRef

Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128–143.CrossRef

Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.CrossRef

Wilson, S. B., & Varma-Nelson, P. (2016). Small groups, significant impact: A review of peer-led team learning research with implications for STEM education researchers and faculty. Journal of Chemical Education, 93(10), 1686–1702. https://doi.org/10.1021/acs.jchemed.5b00862.CrossRef

Wood, D. F. (2008). Problem based learning. BMJ : British Medical Journal, 336(7651), Article 971. https://doi.org/10.1136/bmj.39546.716053.80.

Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677–706.CrossRef

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. Handbook of self-regulation (pp. 13–39). London: Elsevier.CrossRef

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.CrossRef

Title: Beyond grades: improving college students’ social-cognitive outcomes in STEM through a collaborative learning environment
Authors: Marina Micari
Pilar Pazos
Publication date: 30-06-2020
Publisher: Springer Netherlands
Published in: Learning Environments Research / Issue 1/2021
Print ISSN: 1387-1579
Electronic ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-020-09325-y

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Other articles of this Issue 1/2021

Effects of using a variety of kinesthetic classroom equipment on elementary students’ on-task behaviour: a pilot study

Assessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire

Measuring university teachers’ teaching quality: a Rasch modelling approach

Quantifying the effects of active learning environments: separating physical learning classrooms from pedagogical approaches

Parents’ and caregivers’ perceptions of the school climate: development and validation of the Parent and Caregiver Survey (PaCS)

A framework for exploration of relationship between the psychosocial and physical learning environment