Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams

ABSTRACT: Students’ use of learning strategies (i.e., what students do when studying) is linked to their achievement in undergraduate science, technology, engineering, and math (STEM) courses, and several study strategies have been individually associated with course and exam grades in multiple contexts. In this study, we surveyed students in a learner-centered, large-enrollment introductory biology course about their study strategies. We aimed to identify groups of strategies that students often reported together, possibly reflecting broader approaches to studying. Exploratory factor analysis revealed three groups of study strategies frequently co-reported (which we named housekeeping strategies, use of course materials, and metacognitive strategies). These strategy groups map onto a model of learn

SUBMITTER: Sebesta A 

PROVIDER: S-EPMC10317239 | biostudies-literature | 2023 Jan

REPOSITORIES: biostudies-literature