ArticleCBE life sciences education2021
Supporting Undergraduate Biology Students' Academic Success: Comparing Two Workshop Interventions.
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
8 citing papers in PubMed, 15 citations in OpenAlex.
- Investigating virtual versus hands-on interventions in promoting increased performance, perceived knowledge, and confidence in a large general microbiology course.Journal of microbiology & biology education · 2026Article
- Developing metacognitive knowledge for effective AI-supported study behaviors in undergraduate biology: recommendations for instructors.Journal of microbiology & biology education · 2026Article
- Impact of metacognitive interventions on student performance and confidence in introductory biology courses.Journal of microbiology & biology education · 2026Article
- Academic early warning model based on machine learning and model application.Scientific reports · 2026Article
- Characterizing Introductory Biology instructors' understanding of metacognition and its role in supporting undergraduate student learning.Journal of microbiology & biology education · 2026Article
- Inquiry-Team-Based Lab Course Design Enhances Underrepresented Undergraduate Predictors of Persistence in the Sciences.Medical science educator · 2024Article
- The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants.CBE life sciences education · 2023Article
- Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams.PloS one · 2023Article
Corrections and comments
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Authors and funding
7 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
College students' performance in introductory-level biology course work is an important predictor of ongoing persistence in the major. This study reports on a researcher-educator partnership that designed and compared two cocurricular workshops. Seventeen laboratory sections of an undergraduate biology course were randomly assigned to one of two educational interventions during the regularly scheduled lab class section after students had completed and received the results for the first exam. The baseline Metacognition intervention was an hourlong workshop focused on effective learning strategies and self-awareness in the learning process; the extended Metacognition plus Time Management (Metacognition+TM) intervention included the aforementioned workshop plus a second hourlong workshop on time management and procrastination. Based on three exams and self-report surveys administered before the intervention and at the end of the semester, students who participated in the Metacognition+TM intervention experienced greater increases in their exam scores and degree commitment than those in the baseline intervention. Additionally, group status moderated the effect of the intervention, as the Metacognition+TM intervention was especially effective in increasing use of time management tools by students from minoritized groups.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.