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Outline

I. Introductory biology course and Mastery Program

II. Exam wrapper and data

IV. Summary and Instructional implications

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M2E lecture course

(spring)

565 students in 7 sections

Active learning and structured learning

Learning cycle for each lecture:

1) prework
2) in-class activities
3) post check
4) study guide bullets

Despite our new course design, a subsection of students continue to struggle

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The Exam Wrapper - new intervention

What is an exam wrapper: a metacognitive tool to encourage students to reflect on their learning strategies and exam performance, and to make a plan for future study.

Past research has shown that students can be the source of self regulated learning. Those who learn how to do this have greater success in the classroom. (Sabel, et al, 2017)

1. Help to recognize the need

They need some sort of challenge, have to recognize a need to change (just need to put in more time, or study more is not recognizing the need).

2. Help to diagnose and what to do about it.

They do not necessarily know which strategies would help. May be subject specific, may need different strategies for different areas of biology.

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Research Questions

1. What are the learning habits of thriving, succeeding, and developing students?

2. What are the learning habits of developing students who moved into the succeeding or thriving category?

3. Do exam wrappers help students reflect on their exam preparation and performance to adopt better learning strategies?

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Survey Instrument and Methodology

14 questions (modified from Shawn Miller, UND).

1) time management
2) application of the learning study cycle (preview, attend, review, study, self-test)
3) study skills
4) exam preparation
5) plan for next exam (free response)

Deployed the wrapper after each exam was graded.

Students receive credit (1%) for completion of the wrapper.

Divided students into three categories: thriving (90 and above), succeeding (76-89.9), developing (75.9 and below).

Performed statistical analyses: binomial logistic regression.

Added new free response questions in wrapper 2 and 4.

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What did we learn?

Time
Learning cycle (self testing)
Study guide completion
Tools and strategies
Value of the wrapper itself

Time

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Wrapper Questions: Time

Time (Study Habits)

1. Approximately how much total time do you spend each week reviewing or studying M2E material? This includes pre-class work, postchecks, study guide, and additional work done each week.

None, 1-3 hours, 4-6 hours, 7-10 hours, 10+ hours

2. When did you start specifically studying for the most recent exam associated with this wrapper?

I did not study for the exam, The day before the exam, 2-3 days before the exam, 4 - 6 days before the exam, 7 or more days before the exam

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When did you start studying for the most recent exam?

Students in the "Succeeding" or "Thriving" groups are not significantly more likely to study 7+ days before the exam compared to the “Developing” group

First Wrapper

Second Wrapper

7 or more days before the exam

4-6 days before the exam

2-3 days before the exam

The day before the exam

7 or more days before the exam

4-6 days before the exam

2-3 days before the exam

The day before the exam

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Implications:

Developing Students and Time Management

Convey to professors and TAs that the time developing students spend studying are similar to thriving and succeeding students, but likely need mentorship about how to use their time effectively.

Consider incorporating instruction on time management

A study skills and habits co-curricular course improved performance and retention of first year biology students (Hawkins, et. al., 2021. CBE LSE, Vol. 20, No. 1)

A workshop on metacognition and a second workshop on time management and procrastination increased student performance in introductory biology (Hensley, et. al., 2021. CBE LSE, Vol, 20, No. 4)

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What did we learn?

Time
Learning cycle (self testing)
Study guide completion
Tools and strategies
Value of the wrapper itself

Learning cycle (self testing)

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Wrapper Questions: Learning Cycle after Pre/In/Post Class�

5. Review: Review notes after class (same day!); activities might include: identify and fill-in gaps in notes; highlight questions to ask in office hours; make an outline or concept map of the lecture; then complete post-check questions and keep track of missed questions.

Always, Often, Sometimes, Rarely, Never

6. Study: Use focused study sessions to commit the material to memory. Study tasks should include completing study guide questions after each lecture (using words and images). It may also include other active studying strategies.

Always, Often, Sometimes, Rarely, Never

7. Self-Test (before the exam): Use a blank study guide as a self-test, teach a topic to a friend, quiz yourself with flashcards. Do this 2-3 days before the exam, versus just the night before.

Always, Often, Sometimes, Rarely, Never

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How frequently did you self test before the exam?

First Wrapper

Second Wrapper

"Thriving" students are significantly more likely to always self-test compared to the “Developing” group (p = 0.0277 (*)).

No significant difference between "Succeeding" and “Developing” group (p = 0.2300).

"Thriving" students are significantly more likely to always self test compared to the “Developing” group (p = 0.0436 (*)).

No significant difference between "Succeeding" and “Developing” group (p = 0.8992).

Always

Often

Sometimes

Rarely

Never

Always

Often

Sometimes

Rarely

Never

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Free response: How did you self test? (tools based)

I made a big google doc sheet and a quizlet of terms, processes, concepts, etc,

I printed all the postchecks to make one practice test!

I filled out the study guide given to us, then created flashcards to quiz myself on various topics.

I used Quizlet to go over all the study guide points once, testing if I could give an answer similar to the one I had

I did memory recall and would just right down everything I new about a certain topic on a whiteboard

Would google practice tests covering similar material as well as use AI generative practice tests based on my study guides and in class notes.

Basic - one tool/method; Intermediate - two tools/methods

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Free Response: How did you self test? (metacognitive)

I usually self-test by filling out the entire study guide first and then review it. After I have reviewed all the material, I go back and try to fill out the study guide again and see what I did or did not do correctly.

I would make a blank copy of the study guide, fill in everything I knew 2 days before the exam, and write down what I got wrong/did not know. From there, I would figure out what I needed to focus my attention on for my last-minute studying.

As I completely redo all notes at least three times, I try and self-test myself by filling out all of the slides to my fullest ability and then checking with the original notes which gaps I had missing from them.

Advanced - three or more tools and/or methods; often sounded like a process

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If you did self test, please describe your self-testing process

(Second Wrapper) �

Exam 2 (n= )	Developing	Succeeding	Thriving
Basic	30 (48.4%)	97 (71.3%)	141 (77%)
Intermediate	24 (38.7%)	36 (26.5%)	39 (21.3%)
Advanced	8 (12.9%)	3 (2.2%)	3 (1.6%)
Total	62	136	183

Conclusion: Only a small number of students gave advanced answers.

Implication: Develop instruction to help all students determine what they do and do not know.

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What did we learn?

Time
Learning cycle (self testing)
Study guide completion
Tools and strategies
Value of the wrapper itself

Study guide completion

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Study Guide Example

EVO 2 - Lecture title: Darwin’s big idea

Describe how new ideas about geology influenced Darwin’s ideas of evolution by natural selection.
Use the term adaptation correctly in the context of evolution.
Apply the term fitness correctly in the context of evolution.
Define natural selection and list the 3 main requirements for natural selection to occur.
Describe the major outcome of natural selection in a population.
Apply the requirements and outcome of natural selection defined above to a novel biological example.
Compare particulate inheritance (as described by Mendel) and blending inheritance, and explain why particulate inheritance is necessary for the process of natural selection.

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Wrapper Questions: Study Guide

8. When did you work on your study guide?

I worked on it after each class, I worked on it each week, I worked on it before the exam

9. How much of your study guide did you complete?

All of it, most of it, less than half, very little, I didn’t use the study guide

10. How did you answer study guide bullets? (check all that apply)

I wrote out comprehensive answers with details, I wrote out a summary/overview answers, I mostly used text, I used text and figures/charts, Other

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How much of your study guide did you complete?

First Wrapper (EVO)

"Thriving" students are significantly more likely to complete ALL of the study guide compared to Developing students (p = 0.0201 (*)).

No significant difference between "Succeeding" and “Developing” group (p = 0.3460).

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How much of your study guide did you complete?

Second Wrapper (IF)

"Thriving" students are significantly more likely to complete ALL of the study guide compared to Developing students (p = 8.06e-05 (***)).

"Succeeding" students are also significantly more likely to complete ALL of the study guide compared to the Developing students (p = 0.00421 (**)).

***

Implication: Encourage thorough completion of the study guide

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What did we learn?

Time
Learning cycle (self testing)
Study guide completion
Tools and strategies
Value of the wrapper itself

Tools and strategies

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Wrapper Questions: Tools and Strategies

12. Of the tools or strategies you used as part of your studying for this exam, what were the top 3 most important for you?

Reading my lecture notes (reviewing or highlighting)
Recopying my lecture notes
Skimming textbook chapters
Thoroughly reading textbook chapters
Reviewing (reading) pre and/or postchecks
Redoing the answers on pre and/or postchecks as a self test
Reviewing my postcheck short answers against the model answers
Completing my study guide
Using questions from the study guide as a self-test
Rewatching videos on Canvas
Studying with a peer group
Presenting/teaching the slides to a friend
Watching YouTube or other external videos
Completing optional worksheets on Canvas
Attending professor’s office hours or one-on-one appointments
Attending professor’s review session
Attending TA’s office hours or one-on-one appointments
Attending TA’s review sessions
Attending Mastery sessions
LRC drop in tutoring
LRC appointment with study skills mentor
Private tutoring

Exposing students to this list helped them to plan for the next exam

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What did we learn?

Time
Learning cycle (self testing)
Study guide completion
Tools and strategies
Value of the wrapper itself

Value of the wrapper itself

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Questions on the value of the wrapper itself

1. Did the first exam wrapper help you plan how to study for this last exam?

2. Did you follow your plans from the first wrapper to study for this last exam?

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Did the first exam wrapper help you plan how to study for this last exam? (metacognition knowledge)

Wrapper 2 (n=475)	Answer
Yes	322 (67.8%)
Somewhat	96 (12.0%)
No	57 (20.2%)

Free response answers showed:

increase in awareness, recognition of missed opportunities, and reflection on what to do next time

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Did you follow your plans from the first wrapper to study for this last exam?

	Wrapper 2 (n=508 )
Yes	232 (45.7%)
Somewhat	150 (29.5%)
No	126 (28.4%)

Free response answers showed:

Regardless if they followed their plan, most placed value in their plan

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Research Question 1 Summary: What are the learning habits of thriving, succeeding, and developing students?

Thriving students (90%+):�

Significantly more likely to always self-test before exams (p = 0.0277)�
Significantly more likely to complete all of the study guide (p = 0.0201)�
More likely to report basic strategies to self test�

Succeeding students (76–89.9%):�

By the second exam wrapper, more likely to complete all of the study guide, but not self test�
More likely to report basic strategies to self test�

Developing students (<75.9%):�

Put in time, used similar methods to study as other groups (class notes, pre/post work, study guide)�
Less likely to both always self-test and complete all of the study guide�
More likely to report basic strategies to self test�

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Research Question 2 Summary; What learning habits shifted in developing students who moved into the succeeding or thriving category?

Improved habits among “movers”:�

Increased study guide completion�

Marginally significant for succeeding movers (p = 0.0532)�

More self-testing by second exam

Especially using pre- and post-check questions as a self test�

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Research Question 3 Summary: Do exam wrappers help students reflect on their exam preparation and performance to adopt better learning strategies?

Yes:�

68% said the first wrapper helped plan for the next exam, another 12% said somewhat�
Many described increased awareness and examination of their strategy�
45.7% followed their wrapper plans, another 29.5% partially followed�

Reflections revealed:�

Only small number report metacognitive knowledge: recognizing what they know and don’t know�
Many tried to change: starting earlier, planning differently, using new strategies�
Some struggled to follow through—need support for execution, not just awareness�

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Final Takeaways & Instructional Implications

Effective learning habits can help student thrive: always self-testing and thoroughly completing the study guide �
Metacognition can be developed: students benefit from reflecting, even if execution is imperfect�
Exam wrappers work: they help students plan and adapt strategies�
Next steps for instructors:�

Provide instruction on how to self-test and use study guides�
Promote metacognition development through assignments

Do more SoTL research!

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References

Ayuni Ratnayake, Aditi Bansal, Natalie Wong, Theluckshan Saseetharan,Sapolnach Prompiengchai, Amy Jenne, Jeneni

Thiagavel, Aarthi Ashok. All “wrapped” up in reflection: supporting metacognitive awareness to promote students’ self-regulated learning.JMBE, Volume 25, Issue 1, April, 2024.

Linda C. Hodges, Lisa C. Beall, Eric C. Anderson, Tara S. Carpenter, Lili Cui, Elizabeth Feeser, Tiffany Gierasch, Kalman M. Nanes, H. Mark Perks, and Cynthia Wagner. Effect of Exam Wrappers on Student Achievement in Multiple, Large STEM Courses. Journal of College Science Teaching. Vol. 50, No. 1, 2020

Adam Pate, Elizabeth M. Lafitte , Sujith Ramachandran , David J. Caldwell. The use of exam wrappers to promote metacognition. Currents in Pharmacy Teaching and Learning. Volume 11, Issue 5, May 2019, Pages 492-498

Sabel J, Dauer, J, Forbes, C. 2017. Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding. CBE Life Sci Educ. 2017 Fall;16(3).

Stanton JD, Halmo SM, Carter RJ, Yamini KA, Ososanya D. 2024. Opportunities for guiding development: insights from first-year life science majors’ use of metacognition. J Microbiol Biol Educ.25:e00053-24.

Julie Dangremond Stanton, Xyanthe N. Neider, Isaura J. Gallegos, and Nicole C. Clark Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough. CBE—Life Sciences Education, Vol. 14, No. 2. PublishedOnline:13Oct2017

Raechel N. Soicher and Regan A. R. Gurung. Do Exam Wrappers Increase Metacognition and Performance? A Single Course Intervention. Sage Journals. Psychology Learning & Teaching. Volume 16, Issue 1, March, 2017.