(97) Associating Student Learning and Metacognition with Performance in a First-year Calculations Course

Objective : The purpose of this research study was to examine the nature and strength of associations between learning activities that enhance metacognition with performance outcomes in a skills-based calculations course in first professional-year pharmacy students.

Methods: Different formative assessments including ExamSoft practice quizzes, learning management system (LMS) quizzes, face-to-face student-led review sessions, and reflections allowed students the ability to monitor and adjust their learning. We used Pearson correlation to evaluate any assessment outcome correlation with summative assessments of quiz scores and final examination scores.

Results: There was a significant and positive correlation between scores on quizzes and the score on the final examination: quiz 1 (r = .634, p=0.00, n=83), quiz 2(r = .636, p=0.00, n=83), quiz 3 (r = .638, p=0.00, n=83), quiz 4 (r = .222, p=0.00, n=83). Generally, there was a significant and positive correlation between the first and second practices and quiz scores. In most cases, the correlations were either moderate or strong. Nonetheless, the results indicate that the practice quiz and quizzes are strong predictors of final exam scores and final grades. There was a significant and positive correlation between scores on certain LMS module quizzes and the scores in the summative Quizzes associated with these modules.

Conclusions: This study structured multiple formative assessments such as retrieval practice with immediate feedback, spaced repetition, active recall, operant conditioning, and self-testing to develop and endorse metacognitive habits. Overall, earlier formative practices helped students obtain better scores on quizzes and exams. The quizzes also helped students obtain a good score on the final exam. This educational initiative could encourage faculty to create evidence-based practices specific to pharmacy calculations that can be implemented in their curriculum.