Undergraduate students reported using relatively effective strategies (elaboration, organisation, spacing) more than less effective ones, with elaboration most endorsed and self-testing least endorsed¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Students endorsed elaboration far more than self-testing and rereading, with a large printed difference (Cohen's d = 1.03 for elaboration vs self-testing). → Rebecca Hey · Mark McDaniel · Flaviu A. Hodis 2024

Evidence¶

Rebecca Hey · Mark McDaniel · Flaviu A. Hodis 2024¶

Rebecca Hey · Mark McDaniel · Flaviu A. Hodis. (2024). How undergraduate students learn: uncovering interrelationships between factors that support self-regulated learning and strategy use. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09389-8

q2 · i3 · associational · r2

Descriptive survey analysis of 140 NZ undergraduates' strategy self-reports (Table 1): elaboration had the highest mean (M = 5.10) and self-testing the lowest (M = 3.27); the article reports "the Cohen's d for the difference between the means for elaboration and self-testing was 1.03" and d = 0.96 for elaboration versus rereading.

"The Cohen's d for the difference between the means for elaboration and self-testing was 1.03. Furthermore, the Cohen's d value for the difference between the mean scores for elaboration and rereading was 0.96."

Discussion¶

Related Claims¶

• Students' strategy use formed mixed constellations: organisation and elaboration correlated strongly (r = 0.64), and effective strategies were also positively related to less effective ones such as rehearsal — related
• Learners misjudge which learning strategies are effective — related
• Across ten learning techniques, distributed practice and practice testing have the largest effects and underlining and summarization the smallest — related