Teaching Students to Learn Better in Introductory Psychology: A Replication and Extension Study

Abstract

Background:

Psychology courses provide a good opportunity for instructors to teach students effective learning strategies integrated with content.

Objective:

This replication and extension study explored changes in students’ self-reported use of learning strategies before and after a term paper assignment and examined the relationships between learning strategy use and academic performance.

Method:

Three hundred eighty-five introductory psychology students completed surveys on their use of 11 learning strategies at the beginning and end of the semester, read an empirical article and wrote a term paper about the learning strategy of practice testing, and completed four exams among other assessments.

Results:

Replicating prior work, students generally reported improvements in their use of learning strategies over the course of the semester, though improvements were largely attributable to grade point average (GPA). Two learning strategies—self-explanation and practice testing—were positively correlated with course performance in the second half of the semester, over and above the effects associated with GPA.

Conclusion:

Teaching students about beneficial learning strategies may increase their adoption of those strategies as well as their course performance, replicating prior research.

Teaching Implications:

In order to improve course performance, instructors may consider adapting assignments in ways that increase students’ knowledge and use of effective learning strategies.