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Description

Our objective was to foster increased retention of freshman student and subsequent progression into upper division coursework by incorporating learning skill development and motivational activities into the Introductory Biology courses (BIOL190/191). Enhancement of the introductory biology courses at UNLV has the potential to improve the educational experiences of thousands of students, since about 600 to 800 students enroll in the introductory biology courses each semester. We have previously developed a multimedia learning skill intervention called "The Science of Learning to Learn" which covers the importance of self-testing, spacing out and scheduling study sessions, and managing one's goals, habits, and learning environment. We investigated the effectiveness of providing the skill training early in the semester (i.e. in weeks 3 and 4) versus distributing the training throughout the semester (i.e. in weeks 3/4, 7, and 11). Students (N=465 of 685 enrolled; 77%) consented to be randomized into blocked, distributed, or biology-focused multimedia learning activities and 267 completed all assignments (57%). Groups received access to three modules in Week 3 and Week 4 and additional modules in Week 7 and Week 11. Those who completed modules earned credit towards participation grades and effects of assignment completion were tested by observing group means on exams for Units 1, 2, and 3 and the cumulative final. Learners who completed early skill training outperformed those receiving training on a distributed schedule by a statistically detectable 8.34 points per exam (p = .003). In summary, our results indicated that early exposure to learning skills training followed by a longer period to enact recommended approaches improves test scores by better addressing challenges encountered when undergraduates engage in active learning and studying. Our learning skill and motivational support materials, as well as other biology content materials, can be shared for broader adoption within the higher education community (e.g., on Canvas Commons).

Publisher Location

Las Vegas (Nev.)

Publication Date

4-30-2026

Publisher

University of Nevada, Las Vegas

Language

English

Keywords

Undergraduate science education; Study Habits; Science of Learning to Learn; Study skill training

Disciplines

Higher Education and Teaching | Hospitality Administration and Management | Interdisciplinary Arts and Media

File Format

PDF

File Size

1300 KB

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Evaluating the Benefits of “Science of Learning to Learn” in Foundational Undergraduate Biology Courses


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