Identifying Group Work Experiences That Increase Students' Self-Efficacy for Quantitative Biology Tasks

Autor/inn/en	Aikens, Melissa L.; Kulacki, Alexander R.
Titel	Identifying Group Work Experiences That Increase Students' Self-Efficacy for Quantitative Biology Tasks
Quelle	In: CBE - Life Sciences Education, 22 (2023) 2, Artikel 19 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1187/cbe.22-04-0076
Schlagwörter	Identification; Cooperative Learning; Group Experience; Self Efficacy; Biology; Undergraduate Students; Gender Differences; Problem Solving; Help Seeking; Peer Relationship; Peer Teaching; Teacher Student Relationship; Introductory Courses + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Kooperatives Lernen; Self-efficacy; Selbstwirksamkeit; Biologie; Geschlechterkonflikt; Problemlösen; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Peer-Beziehungen; Peer group teaching; Peer Group Teaching; Teacher student relationships; Lehrer-Schüler-Beziehung; Einführungskurs
Abstract	Quantitative skills are a critical competency for undergraduates pursuing life science careers. To help students develop these skills, it is important to build their self-efficacy for quantitative tasks, as this ultimately affects their achievement. Collaborative learning can benefit self-efficacy, but it is unclear what experiences during collaborative learning build self-efficacy. We surveyed introductory biology students about self-efficacy-building experiences they had during collaborative group work on two quantitative biology assignments and examined how students' initial self-efficacy and gender/sex related to the experiences they reported. Using inductive coding, we analyzed 478 responses from 311 students and identified five group work experiences that increased students' self-efficacy: accomplishing the problems, getting help from peers, confirming answers, teaching others, and consulting with a teacher. Higher initial self-efficacy significantly increased the odds (odds ratio: 1.5) of reporting that accomplishing the problems benefited self-efficacy, whereas lower initial self-efficacy significantly increased the odds (odds ratio: 1.6) of reporting peer help benefited self-efficacy. Gender/sex differences in reporting peer help appeared to be related to initial self-efficacy. Our results suggest that structuring group work to facilitate collaborative discussions and help-seeking behaviors among peers may be particularly beneficial for building self-efficacy in low self-efficacy students. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01