An Assignment Wrapper Promotes Student Self-Regulation of Learning in a Science Writing Assignment

We investigated the impact of an assignment wrapper in promoting self-regulation of learning in a series of written assignments for a First-Year Biology laboratory. Students completed a planning survey prior to submitting an Introduction assignment. Upon receipt of the graded Introduction, students completed an assignment wrapper, two more written assignments, and an end-of-term reflective survey used to measure the impact of the assignment wrapper on students' approaches to writing assignments. In the planning survey, 46% of students accurately described the assignment requirements. Many reported high levels of stress (85.3%–87.3%) and anxiety (54.0%–59.9%) while planning and preparing the assignment. In the assignment wrapper, 67.9% reported having spent more time than expected on the assignment and 98% students indicated that they would change their approach for the next assignment. Students reported in the reflective survey that both the planning survey and assignment wrapper helped them consider different strategies when completing writing assignments (e.g., asking for clarification, avoiding procrastination, becoming aware of emotions and managing them constructively). Important implications for instructors include: creating a culture of help seeking, providing timelines for stages of writing, and acknowledging that emotional struggles are common among First-year students in STEM courses.