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Improving Performance and Retention in Introductory Biology with a Utility-Value Intervention

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Title: Improving Performance and Retention in Introductory Biology with a Utility-Value Intervention
Language: English
Authors: Canning, Elizabeth A., Harackiewicz, Judith M., Priniski, Stacy J., Hecht, Cameron A., Tibbetts, Yoi, Hyde, Janet S.
Source: Grantee Submission. 2018 110(6).
Peer Reviewed: Y
Page Count: 16
Publication Date: 2018
Sponsoring Agency: National Institutes of Health (DHHS)
Institute of Education Sciences (ED)
Contract Number: R01GM102703
R305B090009
R305B150003
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Introductory Courses, Biology, Science Instruction, Academic Persistence, Intervention, Science Achievement, Learner Engagement, Undergraduate Students, Writing Assignments, Assignments, STEM Education, Majors (Students), Essays, Comparative Analysis, Science Interests, Grades (Scholastic), Correlation, Writing Instruction
DOI: 10.1037/edu0000244
ISSN: 0022-0663
Abstract: One way to encourage performance and persistence in STEM fields is to have students write about the utility value (UV) or personal relevance of course topics to their life. This intervention has been shown to increase engagement and performance in introductory courses. However, questions remain about the longevity of the effects and how best to implement the intervention in terms of dosage and timing. We tested a UV intervention in the first semester of a 2-semester introductory biology sequence. For each of 3 units across the semester, students (N = 577) were randomly assigned to receive either a UV writing assignment, in which they explained why course material was useful to them personally, or a control assignment, in which they summarized course material. This fully crossed design tested the effect of UV dosage level (0, 1, 2, or 3 UV assignments) as well as the effect of timing (e.g., UV first, control first). We found that students exposed to any dosage of UV earned higher grades in the course, were more likely to enroll in the second course of the biology sequence, and were less likely to abandon their STEM major than students who did not receive any UV assignments. In terms of timing, students with a history of poor performance benefitted from writing a UV essay in the beginning of the semester, whereas higher-performing students benefitted from a UV essay at the end of the semester. Recommendations for practice are discussed. [This article was published in "Journal of Educational Psychology" (EJ1187677).]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2020
Accession Number: ED605474
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2018 110(6).
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  Data: 10.1037/edu0000244
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  Data: One way to encourage performance and persistence in STEM fields is to have students write about the utility value (UV) or personal relevance of course topics to their life. This intervention has been shown to increase engagement and performance in introductory courses. However, questions remain about the longevity of the effects and how best to implement the intervention in terms of dosage and timing. We tested a UV intervention in the first semester of a 2-semester introductory biology sequence. For each of 3 units across the semester, students (N = 577) were randomly assigned to receive either a UV writing assignment, in which they explained why course material was useful to them personally, or a control assignment, in which they summarized course material. This fully crossed design tested the effect of UV dosage level (0, 1, 2, or 3 UV assignments) as well as the effect of timing (e.g., UV first, control first). We found that students exposed to any dosage of UV earned higher grades in the course, were more likely to enroll in the second course of the biology sequence, and were less likely to abandon their STEM major than students who did not receive any UV assignments. In terms of timing, students with a history of poor performance benefitted from writing a UV essay in the beginning of the semester, whereas higher-performing students benefitted from a UV essay at the end of the semester. Recommendations for practice are discussed. [This article was published in "Journal of Educational Psychology" (EJ1187677).]
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        PageCount: 16
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      – SubjectFull: Biology
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