COMPARING THE EXAM PREPARATION STRATEGIES OF HIGH AND LOW PERFORMING STUDENTS IN COLLEGE-LEVEL INTRODUCTORY GEOSCIENCE COURSES

In a geoscience learning environment, self-regulation represents the ability of students to intentionally manage their learning. Thus, self-regulation serves as a critical mediator between course context (e.g., course design) and student learning outcomes (e.g., performance and persistence) in geoscience courses. The self-regulated learning strategies of high and low performing students in geoscience courses are largely undocumented and/or unknown. Introductory physical geology students (n = 73; from 5 U.S. colleges and universities) were interviewed about their learning strategies and experience in geology, including how they prepare for an exam. We used a mixed methods approach to analyze the interview data to identify and characterize student reports of self-regulated learning. We present an applied model of self-regulated learning and identify systematic differences between high and low performers in introductory geology courses. We propose that student outcomes would benefit from geoscience instructors explicitly incorporating aspects of this model into their pedagogy and course design.