Effects ofcognitive task analysis-based direct instruction on skill development and student retentionin the biological sciences
Document Type
Presentation
Journal/Book Title/Conference
Annual meeting of the American Educational Research Association
Publication Date
3-1-2009
Abstract
Using a double-blind design, this study tested the hypothesis that the lack of explicit procedural instruction in scientific problem solving is a major factor in low STEM retention and underachievement. Participants were 316 undergraduates enrolled in an introductory level biology course with lecture and laboratory components. Students who received explicit instruction derived from cognitive task analysis (CTA) acquired relevant skills more effectively performed better on course assessments, and were more likely to complete the course than students in the comparison group receiving instruction representing current best practice.
Recommended Citation
Feldon, D. F., Stowe, K., Flynn, C., Morris, W., & Showman, R. (2009). Effects of cognitive task analysis-based direct instruction on skill development and student retention in the biological sciences. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA: March, 2009.
