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Beyond grades: improving college students’ social-cognitive outcomes in STEM through a collaborative learning environment

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Abstract

We investigated social-cognitive outcomes for U.S. university students engaged in a supplemental small-group peer-learning program which provided a more intimate learning environment than the associated course. We surveyed 604 students taking part in such a program at the beginning and end of an academic term on social-cognitive factors related to their experience in an introductory-level STEM (science, technology, engineering, and mathematics) course, to which the supplemental peer-learning program was attached. A comparison group consisted of 676 non-participants enrolled in the same courses, but not taking part in the supplemental program. Those who had participated in the peer-learning program experienced greater gains, relative to the comparison group, in self-efficacy for course tasks and self-regulation for learning, and they were less likely to use surface-level memorisation in studying for the course. The findings suggest that small-group learning in the university setting can be used as a means to improve students’ study habits and confidence about the course, contributing social-cognitive outcomes to an existing body of literature which emphasises academic performance outcomes.

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  1. Academic Support and Learning Advancement, Northwestern University, 1970 Campus Drive, Evanston, IL, 60208, USA

    Marina Micari

  2. Engineering Management and Systems Engineering, Old Dominion University, 2101D Engineering Systems Bldg, Norfolk, VA, 23529, USA

    Pilar Pazos

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  1. Marina Micari
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Correspondence to Marina Micari.

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Micari, M., Pazos, P. Beyond grades: improving college students’ social-cognitive outcomes in STEM through a collaborative learning environment. Learning Environ Res 24, 123–136 (2021). https://doi.org/10.1007/s10984-020-09325-y

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