Which course resources and student approaches to learning are related to higher grades in introductory biology?

Undergraduate students in large enrollment gateway courses like introductory biology are often inundated with different study resources to enhance their success on course exams. A good performance these exams as measured by grades is a strong determinant of downstream the major and ultimately retention STEM fields. Previous studies have suggested best-practices pre-class reading guides or Supplemental Instruction. However, many do not also corroborate student outcomes Student Approaches Learning (SAL). We investigated association between specific how they correlated higher exam grades. further degree which SAL outcomes. collected data over span two years from (N= 307) southeastern university using post-semester resource questionnaire. This questionnaire asked describe had utilized during semester assessed via Revised Study Process Questionnaire (R-SPQ-2F). Our results indicate that who earned overall grade were significantly more likely self-report attendance optional peer-led Instruction meetings and, unexpectedly, less use guides. These report finding material interesting, whereas lower final trying memorize material. we found high previous college GPAs reported rote memorization. Given efficacy can vary based student, only encourage promotion supported empirical evidence, but deeper understanding shapes use.