The effectiveness of a learning strategies program for university students

Area of Science:

• Educational Psychology
• Higher Education Pedagogy

Background:

• University lecturers frequently observe a deficit in student learning strategies.
• Few Spanish universities provide dedicated courses on learning strategies.
• Research on the efficacy of such courses is limited.

Purpose of the Study:

• To evaluate the effectiveness of a Learning Strategies Course for university students.
• To assess the impact of explicit strategy instruction on student learning and motivation.

Main Methods:

• A quasi-experimental design was employed with an experimental group (n=60) and a control group (n=57).
• The Motivated Strategies for Learning Questionnaire (MSLQ) Spanish adaptation (CEAMR2) served as a pre- and post-test measure.
• The experimental group received targeted training in learning strategies, while the control group did not.

Main Results:

• Significant improvements were observed in five learning strategies: elaboration, organization, repetition, self-questioning, and study space.
• A notable enhancement was found in the motivational scale related to control of learning beliefs.
• No significant changes were reported for the remaining learning strategies and motivational scales.

Conclusions:

• Learning strategies courses with demonstrated effectiveness should be integrated into university curricula.
• The findings support the implementation of structured interventions to enhance students' academic skills and self-efficacy.