Changes In Student Behavior Research Articles

Peningkatan Keterampilan Mengonstruksi Debat melalui Model Discovery Learning pada Siswa Kelas X-MIPA-1 SMA Negeri 7 Malang

<p align="center">This research was motivated by the low learning outcomes of constructing debates of class X students at SMA Negeri 7 Malang. It was seen based on the average score of the skill to construct the debate at 69.38. The purpose of this study was to improve the skills of constructing such a low debate. The research design was classroom action research. Data on constructing students' skills was obtained from the results of practical tests, while data on attitude changes during learning were obtained from interviews, observations, journals, and questionnaires. The subjects of this research were 34 students of class X-MIPA 1, SMA Negeri 7 Malang. The problem of constructing debates in the X-MIPA 1 class, namely (1) the culture of reading students was still low, (2) students were not updated enough about the latest information, and (3) the selection of learning models that were not in accordance with the learning material. The results showed an increase in the debating construction skills as follows, the average pre-cycle score was 69.38, the first cycle of the class average score was 72.85, and the second cycle the class average score was 82.35. The behavior of students in following learning experiences changed in a more positive direction. Based on the results of practical tests and changes in student behavior, it could be concluded that the discovery learning model could improve the skill of constructing debate.</p>

The Students’ Knowledge, Attitudes, and Behavior in Learning History at Pesantren Buya Hamka

This study aims to determine the implementation stage of history learning process for students at the Pesantren Buya Hamka; the stages of knowledge, attitudes, and behavior of students regarding nationalism and patriotism; and the correlation of leadership variables, school climate, teacher performance, and pesantren culture to history learning and also to students’ knowledge, attitudes, and behavior regarding nationalism and patriotism. This study also aims to find out the significant influence of historical learning variables on knowledge, knowledge variables on attitudes and attitudes on students’ behavior. This study combines survey research quantitative approach with descriptive, correlation, and regression methods. The results show there is a significant correlation between independent variables with historical learning variables and student knowledge variables about nationalism and patriotism. Meanwhile, there is no significant correlation between independent variables and student behavior variables. The results also show only the history of learning variables among the five independent variables that significantly influence the knowledge of nationalism and student patriotism. Student knowledge variables about nationalism and patriotism partially also affect changes in student attitudes, while changes in student attitudes do not affect linearly on changes in student behavior.

MOOCVERSITY - Deep Learning Based Dropout Prediction in MOOCs over Weeks

Massive Open Online Courses (MOOCs) has seen a dramatic increase of participants in the last few years with an exponential growth of internet users all around the world. MOOC allows users to attend lectures of top professors from world class universities. Despite flexible accessibility, the common trend observed in each course is that the number of active participants appears to decrease exponentially as the week’s progress. The structure and nature of the courses affects the number of active participants directly. A comprehensive review of the available literature shows that very little intensive work was done using the pattern of user interaction with courses in the field of MOOC data analysis. In this paper, we take an initial step to use the deep learning algorithm to construct the dropout prediction model and produce the predicted individual student dropout probability. Additional improvements are made to optimize the performance of the dropout prediction model and provide the course providers with appropriate interventions based on a temporal prediction mechanism. Our Exploratory Data Analysis demonstrates that there is a strong correlation between click stream actions and successful learner outcomes. Among other features, the deep learning algorithm takes the weekly history of student data into account and thus is able to notice changes in student behaviour over time.

Transformative Sustainability Education in Higher Education: Activating Environmental Understanding and Active Citizenship Among Professional Studies Learners

Transformative sustainability education (TSE) is an uncommon pedagogical practice in higher education, even though it has a positive impact on student learning and behavioral change. This qualitative case study explored 20 Israeli graduate students' understanding of the social-ecological systems through the analysis of reflections, interviews, and observations. The findings reported that these graduate students displayed a deep understanding of the social-ecological systems when TSE was applied in a higher education course. As such, TSE contributed to these graduate students' knowledge construction along with encouraging their pro-environmental action. We concluded that teacher professional training, especially in higher education, should emphasize knowledge construction as a key for action, as part of TSE, in creating relational change at ontological and epistemological levels

A Survey to Establish the Extent of Flipped Classroom Use Prior to Clinical Skills Laboratory Teaching and Determine Potential Benefits, Challenges, and Possibilities.

The flipped classroom is a technique that involves a reordering of classroom and at-home activities. Content provided prior to classroom interactions is used to prepare students for face-to-face classes. The flipped classroom has been shown to benefit students, including improving examination results, and there is increasing interest in using it in veterinary education. The current study aimed to investigate the potential of the flipped classroom approach to preparing students for practicals in a clinical skills laboratory. An online survey was distributed to the international veterinary clinical skills community to determine the extent to which a flipped classroom is used prior to teaching in a clinical skills laboratory and how educators viewed the benefits, challenges, and possibilities. There were 101 survey participants representing 22 countries, and all were involved in clinical skills teaching; 42 were using flipped classroom techniques prior to teaching in a clinical skills laboratory, and 55 others would consider using the technique in this context in the future. Videos were the most common resource used. The main benefits, experienced or anticipated, were positive changes in student behavior, including preparation and better use of time during practicals by both the students and instructors. The main challenges were the time needed for instructors to develop the materials, lack of student engagement with the flipped classroom, space in the curriculum, and institutional issues. In conclusion, many potential benefits could be realized with a flipped classroom approach embedded prior to clinical skills laboratory practicals.

Cost-effectiveness of Consultation for a Daily Report Card Intervention: Comparing In-Person and Online Implementation Strategies

ABSTRACT Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three implementation strategies (face-to-face standard consultation, face-to-face enhanced consultation, interactive online supports) with 112 elementary school teachers. Teachers received consultation for DRC implementation with one student with or at risk for ADHD. Over 2 months, we collected data on teachers’ implementation and changes in student behaviors. Regarding cost per student, enhanced consultation was the most costly ($864), followed by standard consultation ($634) and interactive online supports ($307). Regarding cost-effectiveness (costs required to achieve the desired effect beyond typical practice), interactive online supports were the most cost-effective followed by enhanced consultation and standard consultation. We discuss implications for research and maximizing outcomes given dollars spent.

Professional development for classroom management: a review of the literature

ABSTRACT The ability of teachers to manage their classrooms is critical to achieving positive educational outcomes for students. Many teachers receive limited pre-service training in classroom management, creating a need for effective in-service professional development (PD). This literature review summarizes the results of 74 empirical studies examining the effects of PD on teachers’ classroom management behaviours. It identifies the characteristics of the existing literature base, the most frequent components of effective PD, and teacher and student outcomes related to PD. The results support a prior review that also suggested effective PD (i.e., desired changes in teacher and student behaviour) is predominantly studied at the elementary school level and, in addition to generic in-service trainings, most frequently includes didactic (direct) instruction, coaching, and performance feedback. These results have important implications for developing effective PD opportunities in the area of classroom management for in-service educators.

Reliability Level In Gadget With Student Behavior Of SMPN 36 Bulukumba

The gadget is an item or sophisticated tool that has been equipped with an application that can facilitate the gadget to connect to the internet. Gadgets which include almost all models and types of social media applications become a very easy tool for everyone to interact and socialize without having to be at the same time and space. Dependence on gadgets can have an impact on changes in student behavior. Because the presence of this gadget makes students cooler with their gadgets than those near them or the surrounding environment. The purpose of this research is to analyze the relationship between the level of dependence on gadgets and the behavior of students of SMPN 36 Bulukumba. The research design uses Analytical Survey with a Cross-Sectional approach. The population in this study were all students of 36 Bulukumba Senior High School who had gadgets, which were 83 respondents. With the sampling technique using the Non-Probability sampling technique with a Consecutive Sampling approach. The number of samples in this study was 47 respondents. Data obtained through questionnaires made by researchers to respondents. Data analysis using the Chi-Square Test, with a significance level of a = 0.05. The results of data analysis show that p = 0,000 is smaller than the value of a = 0.05, so Ho is rejected and Ha is accepted, meaning that there are significant results between the level of dependence on gadgets and the behavior of students of SMPN 36 Bulukumba. Conclusion: There is a relationship between the level of dependence on gadgets and the behavior of students of SMPN 36 Bulukumba.

APPLICATION OF COGNITIVE BEHAVIOR COUNSELING IN HELPING HANDLING THE CRISIS OF IDENTITY OF CLASS VIII STUDENTS OF STATE MIDDLE 1 BANYUWANGI

This research aims to help deal with the identity crisis experienced by VIII grade students of SMP Negeri 1 Banyuwangi. The research carried out is a guidance and counseling action research in which the research was carried out in two cycles. The subjects consisted of five classes, each consisting of 30 students so that the total number was 150 people. There are nine students who show the behavior of adolescents who experience identity crisis seen based on the percentage of the results of the questionnaire and direct observation, and the nine students are given the form of cognitive behavioral counseling. In this study, in the first cycle an increase was obtained, but only two students achieved criteria above 80%, while seven students had not achieved a significant improvement. So that the second cycle is held, the overall student reaches an increase of up to 80% and above. The results of the analysis showed that the effort to overcome the identity crisis experienced by students by using cognitive behavioral counseling services in eighth grade students of SMP Negeri 1 Banyuwangi, there was a change in student behavior toward more positive individuals and groups

PENERAPAN TEORI BELAJAR BEHAVIORISTIK DALAM PEMBELAJARAN PAI DI SDN NOGOPURO YOGYAKARTA

Behavioristic theory is a theory that emphasizes changes in individual behavior at a better level, this theory is very suitable to be applied in learning, especially learning in Islamic Religious Education.It cannot be denied that with the advent of behavioristic theory, it has been widely used by subject teachers in fostering student behavior. Discussing related to behavior then regardless of the learning of Islamic Education (PAI) itself. As the existence of PAI learning is a subject that must be present in every school. The realization of behavior changes in students can be done by providing stimuli so as to bring up a good response. The purpose of this study is to understand the importance of applying behavioristic theories to the learning of Islamic Religious Education.
 The method used by the author is descriptive qualitative with data collection such as observation, interviews, and documentation. 
 Based on the results of the study the authors found that the application of Behavioristic learning theory to the learning of PAI in Nogopuro Elementary School was quite good. It was marked by a change in positive student behavior, such as learning motivation, interactive, strengthening memory, and tolerance. The existence of behavioristic learning theories in the learning of Islamic Religious Education in Nogopuro Elementary School is familiar. The theory is considered as a proper reference material to be applied in the learning of Islamic Religious Education and it is hoped that by applying this theory it will be able to realize changes in student behavior towards better.

PERPADUAN MODEL PEMBELAJARAN INKUIRI DENGAN POE (Predict-Observe-Explain) DALAM MENINGKATKAN HASIL BELAJAR SISWA SMP NEGERI 1 KAIRATUBackground: Learning outcomes are changes in student behavior due to learning. Behavior change is caused by achieving mast

Background: Learning outcomes are changes in student behavior due to learning. Behavior change is caused by achieving mastery over a number of materials given in the teaching and learning process. These results can be in the form of changes in cognitive, affective and psychomotor aspects. This study aims to determine the increase in student learning outcomes of SMP Negeri 1 Kairatu on the excretion system in humans which is taught by applying the inquiry learning model combined with the POE (Predict-Observe-Explain) learning model.
 Method: The data obtained were analyzed descriptively. In this study, tests were given at the beginning and end of learning aimed to determine the level of student understanding of the material excretory system in humans. Non-test techniques in the form of affective assessment sheets and psychomotor assessment sheets.
 Results: Students' understanding of material in the Excretion System in humans prior to the implementation of the inquiry learning model combined with the POE (Predict-Observe-Explain) learning model is very low but, when integrating these two learning models there are many changes in student understanding that can be seen from their learning outcomes.
 Conclusion: There is an increase in student learning outcomes after conducting the teaching and learning process by using the inquiry learning model that is integrated with the POE (Predict-Observe- Explain) learning model on excretory material in humans

Effect of Education on Behavior About Head Lice on Students In East Jakarta

Pediculosis Capitis is a skin and head hair infestation caused by Pediculus humanus var. capitis which belongs to the family Pediculidae. This parasite lives on the scalp, predilection mainly on the back of the head (occipital) and behind the ear (retroauricular). The eggs (nits) are attached to the base of the head hair shaft. Usually these parasites attack children and women with long hair. This parasite is an obligate parasite, meaning that it must suck human blood in order to maintain its life (Djuanda et al, 2013; Irianto, 2009). This study was to determine the effect of providing education on prevention and eradication of pediculosis capitis on changes in student behavior. The study was conducted at the Al Hamid Islamic boarding school in East Jakarta on 60 students infected with Pediculosis Capitis in March to August 2019. The type of research used was a quasi experiment with one group post-test and pre-test design to see whether or not the influence of education and treatment of behavior with the incidence of Pediculosis Capitis. Data analysis was performed by t-test which aims to analyze the differences in behavior before and after with a degree of significance (alpha) = 0.05. The results showed that there were differences in the average value of behavior (knowledge, attitudes and actions) of students before and after the intervention of 3.33. There was a significant difference between students' behavior (knowledge, attitudes and actions) before and after the intervention with a p value <0.05. It is recommended that routine checks (skrenning) of the presence of Pediculosis capitis occur in students living in the dormitory to prevent wider transmission.
 Keywords: Pediculosis capitis, education, behavior

Pengaruh Pendidikan Sekolah Minggu Buddhis (SMB) terhadap Perkembangan Fisik-Motorik Peserta Didik di SMB Sariputta Buddhist Studies Pekanbaru

Buddhist Sunday School Education (SMB) is very closely related to the physical-motor development of SMB students who have a very broad understanding. SMB education has been provided with a good curriculum, shown with real evidence (with practice and has a purpose), service educators who are responsible by using the heart, and have responsive students. In addition, the use of teaching aids that are appropriate to the development of the situation, delivery methods that are on target, adequate environmental conditions, and material that is easily digested by students in accordance with the times, so that all can be conveyed properly in accordance with the physical-motor development of the participants SMB students by providing optimal results in the form of changes in student behavior. Therefore education must be able to understand changes in student behavior and provide results with the quality of students as expected by parents. SMB education that has vision, mission and quality in the eyes of parents is very important in attracting SMB students to continue learning and help the process of learning and harmony between students and educators so that there will be changes in student behavior. Thus SMB education is expected to have a positive effect on the physical-motor development of SMB students.

Training Students on Effective Small Group Dynamics Impacts Student Behavior and Learning Outcomes

PURPOSESchools have invested significantly in training faculty to become proficient in developing and facilitating student small group learning. However, small group approach continues to receive mixed reviews, and assessing effectiveness of this type of learning experimence is challenging. An important factor that may be overlooked is lack of student training in this methodology. The aim of this study was to determine if training students on effective small group dynamics would result in changes in student behavior and attitude as well as improved outcomes.METHODSIRB approval was obtained to engage students in three activities: 1) training session focused on effective small group dynamics; 2) audiotape recording of small group interactions during two learning sessions prior to training (Pre), and two sessions following training (Post); and 3) survey of student attitudes and perceptions. Training involved a one‐hour session focused on the students’ responsibility for success in small group, nature of high performing individuals in group work, self‐identification of group participant type (initiator, over participant, blocker, deserter, etc.), patterns of effective communication in assent and dissent, sharing roles within the group, setting guidelines and best practices for the group, and reflection and assessment of group effectiveness. For the recorded small group sessions, three trained evaluators independently used an original rubric to assess each recorded session. Rubrics scored various items including participation, role playing, time on task, identification of learning objectives, and patterns of effective communication. Rubric scores were averaged for each session both pre and post training. Additionally, a 15‐question, Likert scale survey was developed to assess student attitudes. This survey was administered three times to each student: 1) prior to participation in any small group activity; 2) following the two Pre small group sessions, and immediately prior to training; and 3) immediately after recording the Post small group sessions. Survey items gathered student perceptions related to preparation, peer interactions, and general effectiveness of the activity.RESULTSPreliminary analysis of audio recordings suggest that following training, students participated more often and more equally. Students also encouraged and requested information from peers more frequently. However, although students were instructed to vary roles and focus on stated objectives, little change was noted in these areas when comparing Pre to Post sessions. Student survey responses also revealed that general enjoyment increased, students felt more empowered to contribute, and were able to avoid tangential discussions more effectively following training.CONCLUSIONThis study indicates that training students on effective small group dynamics influences behaviors and perceptions that impact student enjoyment and learning success.Support or Funding InformationNo funding to report

Does basic education students know the importance of agroecology production systems for the conservation of biodiversity?

The perception of a basic education of the importance of agroecological agricultural systems for human and environmental health is fundamental for changes in consumption habits, the conservation of local biodiversity and long-term social transformation. We analyzed, by utilizing a questionnaire consisting of open and closed questions, the perceptions about agroecological and conventional agricultural production systems in 360 final students of basic education residing in nine Functional Planning Regions of southern Brazil. We used classification categories for answers within thematic axes, expressed in percentages and analyzed by means of Chi-square and Kruskal-Wallis tests. In general, students recognize agroecological systems as healthier for their families and for soil and water conservation, largely because they do not use agrochemicals. However, they demonstrated difficulties when arguing their importance for the conservation of biodiversity, ecosystems and for ensuring the food security of populations. Television was the main source of information related to agroecology, mainly for students residing in rural areas, thus pointing out shortcomings in basic education regarding the approach of the theme in schools. Our results show the need to build a complex network of knowledge and discussions on agroecological agricultural systems in basic education, involving changes in student perceptions, behaviors and sustainable choices.

Impact of CW-FIT on Student and Teacher Behavior in a Middle School

Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school students would improve with teacher implementation of CW-FIT. A multiple-baseline across conditions design was used to evaluate changes in on-task behavior of adolescent students in sixth and seventh grade from a socioeconomically and ethnically diverse middle school. In addition, the effects on teacher behavior-specific praise statements and teacher reprimands were assessed. Consistent with previous evaluations of CW-FIT, findings indicated a functional relation between the intervention and increases in on-task student behavior. In addition, the findings also showed improvements to teacher behavior with increases in behavior-specific praise statements; however, no effect was observed with teacher reprimands. Social validity measures indicated students and teachers found the intervention favorable. Implications, limitations, and areas for future inquiry are discussed.

Development of Teaching Materials Based “Activity or Resources” At Sipda Unimed to Enhance Students Learning Behavior

State University of Medan (red-Unimed) has provided Learning Management System (LMS) for lecturers and students namely Sistem Pembelajaran Daring (Online Learning System) that is abbreviated Sipda. But before using Sipda, lecturers must prepare teaching materials and provide appropriate learning resources. Objectives of this study were to describe the effectiveness of teaching materials based "Activity or Resources" at Sipda Unimed in the mathematics education study program and also to describe changes in learning behavior of students in mathematics education study programs using teaching materials based "Activity or Resources" at Sipda Unimed. This study used Research and Development design with 4-D model. The subjects of this study were students of mathematics education at their third semester who are taking multivariable calculus course. Result of teaching materials validation scaled one to four score showed the average is 3,78. Result of response questionnaire scaled one to four score showed the average is 3,72. Result of learning behavior scaled one to four score showed the average is 3,82. Result of analysis data showed that teaching materials based on "Activity or Resources" on Sipda Unimed are effectively used and have an impact on enhance students learning behavior

PROGRAM PEMBIASAAN HARIAN DALAM MEMBENTUK KARAKTER SISWA DITINJAU DARI PERSPEKTIF PSIKOLOGI BELAJAR

This study aims to determine the program of daily habituation activities in shaping the character of students of SMP Negeri 6 Pekalongan City, looking for what characters are to be formed in each daily habituation activity program, and concepts in psychological learning theory in explaining the process of habituation activities in shaping student character. This research is included in the field research with a descriptive qualitative approach. The results of the study of daily habituation programs in SMP Negeri 6 Pekalongan City are scheduled and conditional, namely tadarus and prayers before KBM (religious and disciplinary), duha prayer (religious and responsibility), dzhuhur prayers (religious and responsibility), canteen honesty (honesty), orderly coming and going home (discipline and responsibility), orderly appearance (discipline and responsibility), respectful flags singing the national anthem, and folk songs (love of the motherland and national spirit), group class picket (care about the environment and responsibility), conditioning the cleanliness (care for the environment), separation of organic and non-organic waste (care for the environment and responsibility). From the daily habituation program can be explained psychological approach, especially with learning theories, including (1) changes in student behavior with habituation activities and carried out repeatedly will be a reinforcer in student behavior in addition to reward and punishment as a reminder process for students, (2 ) students' self-awareness in behaving because of changes in student behavior needs to be seen from the cognitive development of students. Some students are still in the level of concrete operations and most have entered the formal operational stage so students are able to think more mature and able to think logically and logically. In addition, changes in student behavior are formed due to the process of imitation and demonstration from teachers in particular, and friends at school in general. So the role of the teacher, the school environment and the cognitive abilities of students is an important key in shaping behavior.

A produção e o uso dos jogos digitais como estratégia para a Educação Ambiental no Ensino Fundamental

Considering that the practice of Environmental Education is not effective with the simple memorization and transmission of content, the proposal developed by this work aimed to evaluate the digital educational game Bioventura, created through the software RPG Maker MV, as a resource for improving learning in Environmental Education. Thinking about the teacher’s relationship with technologies, more specifically with the computer and the construction of digital games, we tried to show that it is possible to insert digital games to give meaning to learning. The main research instruments for evaluating the game were questionnaires with closed questions in a qualitative approach for a group of fifty elementary school students - final years. The results indicated that students liked the game, that most learned about the topic addressed and that the elaborated game helps the teacher in the teaching process, as well as favors the emancipation and change in student behavior.

Changing Multitasking Intention with Course-Based Undergraduate Research Experiences (CUREs)

Aim/Purpose: This article aimed to design and evaluate a pedagogical technique for altering students’ classroom digital multitasking behaviors. The technique we designed and evaluated is called course-based undergraduate research experience (CURE). With this technique, the students wrote a research article based on a multitasking experiment that the instructor conducted with the students. The students conducted a literature review, developed their own research questions, they analyzed experiment data, and presented results. This study evaluated the how the CURE contributed to student multitasking behavior change. Background: Multitasking is defined as doing more than one thing at a time. Multitasking is really the engagement in individual and discrete tasks that are performed in succession. Research showed that students multitasked very often during courses. Researchers indicated that this was a problem especially for online teaching, because when students went online, they tended to multitask. Extant research indicated that digital multitasking in class harmed student performance. Multiple studies suggested that students who multitasked spent more time finishing their tasks and made more mistakes. Regardless of students’ gender or GPA, students who multitasked in class performed worse and got a lower grade than those who did not. However, little is known about how to change students’ digital multitasking behaviors. In this study, we used the transtheoretical model of behavior change to investigate how our pedagogical technique (CURE) changed students’ digital multitasking behaviors. Methodology: Using a course-based undergraduate research experience design, a new classroom intervention was designed and evaluated through a content analysis of pre- and post-intervention student reflections. As part of the course-based undergraduate research experience design, the students conducted a literature review, developed their own research questions, they analyzed experiment data, and presented results. This study evaluated the how teaching using a course-based undergraduate research experience contributed to student multitasking behavior change. Transtheoretical model of behavior change was used to investigate how our pedagogical technique changed students’ digital multitasking behaviors. Contribution: The paper described how teaching using a course-based undergraduate research experience can be used in practice. Further, it demonstrated the utility of this technique in changing student digital multitasking behaviors. This study contributed to constructivist approaches in education. Other unwanted student attitudes and behaviors can be changed using this approach to learning. Findings: As a result of CURE teaching, a majority of students observed the negative aspects of multitasking and intended to change their digital multitasking behaviors. Sixty-one percent of the participants experienced attitude changes, namely increased negative attitude towards multitasking in class. This is important because research found that while both students and instructors believed off-task technology use hinders learning, their views differed significantly, with more instructors than students feeling strongly that students’ use of technology in class is a problem. Moreover, our study showed that with teaching using CURE, it is possible to move the students on the ladder of change as quickly as within one semester (13 weeks). Seventy-one percent of the students reported moving to a higher stage of change post-intervention. Recommendations for Practitioners: Faculty wishing to curb student digital multitasking behaviors may conduct in-class experimentation with multitasking and have their students write a research report on their findings. Course-based undergraduate research experiences may make the effects of digital multitasking more apparent to the students. The students may become more aware of their own multitasking behaviors rather than doing them habitually. This technique is also recommended for those instructors who would like to introduce academic careers as a potential career option to their students. Recommendation for Researchers: Researchers should explore changing other unwanted undergraduate student behaviors with course-based undergraduate experiences. Researchers may use the transtheoretical model of change to evaluate the effectiveness of techniques used to change behaviors. Impact on Society: The negative outcomes of digital multitasking are not confined to the classroom. Digital multitasking impacts productivity in many domains. If techniques such as those used in this article become more common, changes in multitasking intentions could show broad improvements in productivity across many fields. Future Research: This paper constitutes a pilot study due to the small convenience sample that is used for the study. Future research should replicate this study with larger and randomized samples. Further investigation of the CURE technique can improve its effectiveness or reduce the instructor input while attaining the same behavioral changes.