Effective use of study strategies by students:The teacher perspective.

  • Anke Sambeth

Student thesis: Master's Thesis

Abstract

Students can use various strategies to learn to-be-studied material. Some of these techniques are more effective than others. Research has shown that students often do not use optimal strategies, at least partly because they are unaware of their (in)effectiveness. Therefore, it is important that instructors teach students which techniques are effective and how they can be utilized. The current study assessed the knowledge academic staff members have about the effectiveness of various study strategies. This was examined by a combination of an open-ended question, several closed questions consisting of scenarios describing effective and ineffective study strategies, and by strategy-by-strategy statements. The most often reported strategy advice by staff to students in the open-ended question were summarizing, self-explanation, and making mind maps. Retrieval practice and distributed practice were mentioned less frequently. For the scenarios, staff correctly rated effective strategies as significantly better than those that have been shown to be less effective. Finally, the academic teachers rated the strategies of summarizing, retrieval practice, interleaved practice, and self-explanation as most effective in the strategy-by-strategy statements. Ineffective strategies, such as highlighting or rereading, were also seen as less effective by the academic staff. These results suggest that academic staff have a good understanding of the utility of most of the commonly employed study strategies, however when actively prompted to provide advice, they fail to advise these effective techniques.
Date of Award2 Sep 2022
Original languageEnglish
SupervisorGino Camp (Supervisor)

Keywords

  • Instructor knowledge of memory
  • Learning techniques
  • Study strategy
  • Teacher perspective

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