Study smart - impact of a learning strategy training on students' study behavior and academic performance

Area of Science:

• Educational Psychology
• Pharmacology Education

Background:

• University students require effective self-regulated learning strategies.
• Long-term effects of learning strategy training on metacognition and academic performance are not well understood.

Purpose of the Study:

• To evaluate the long-term impact of the 'Study Smart' learning strategy program on students' metacognitive knowledge, strategy use, and academic performance.
• To assess the effectiveness of a remediation track for lower-performing students.

Main Methods:

• First-year pharmacology students attended the 'Study Smart' program.
• Lowest-scoring 20% of students received additional learning strategy support.
• Academic performance was compared to a cohort without the program.

Main Results:

• All students demonstrated improved metacognitive knowledge and adopted more effective learning strategies (e.g., interleaving, elaboration, distributed practice).
• Students reduced reliance on less effective strategies like highlighting and rereading.
• The trained cohort showed improved academic performance and reduced performance disparities compared to the previous cohort.

Conclusions:

• A learning strategy training program, including remediation, effectively enhances student learning and promotes academic equity.
• The 'Study Smart' program positively impacts both metacognitive skills and academic outcomes in university students.
• Interventions supporting self-regulated learning are crucial for improving student success and equalizing opportunities in higher education.