MSLQ learning strategy scores improved significantly pre- to post-course, with practice effects ruled out for cognitive and resource management strategies but possibly contributing to metacognitive strategy gains¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? MSLQ learning strategies improved from pre-test (M = 4.30) to post-test (M = 4.77), F(1, 64) = 20.74, p = .001, with significant gains on cognitive, metacognitive, and resource management strategies. → Bowering 2017 q2 i? Practice effects did not explain improvements in cognitive or resource management strategies but may have contributed to higher metacognitive strategy scores. → Bowering 2017 (2)

Evidence¶

Bowering 2017¶

Bowering, E. R., Mills, J., & Merritt, A. (2017). Learning How to Learn: A Student Success Course for At Risk Students. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3). http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/12

q2 · i? · design · r2

Pre-post MSLQ analysis in the Results section; the article reports every subscale showed significant improvement over time (ps < 0.05), with pre-test scores ranging from 3.37 (peer learning) to 4.71 (time and study environment) on a seven-point maximum.

"As was true for the LASSI, MSLQ learning strategies improved from pre-test (M = 4.30, SE = 0.09) to post-test (M = 4.77, SE = .09), F(1, 64) = 20.74, p = .001"

Bowering 2017 (2)¶

Bowering, E. R., Mills, J., & Merritt, A. (2017). Learning How to Learn: A Student Success Course for At Risk Students. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3). http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/12

q2 · i? · causal · r1

Practice-effect control analysis using a randomly chosen comparison section (n = 15) that took the LASSI only at first class. The article reports the intervention group "scored 0.45 higher than the comparison group at post -test, p = .03" on metacognitive strategies.

"Practice ef fects did not explain improvements in cognitive strategies or resource management strategies (ps > 0.1) but may have contributed to higher m etacognitive strategies scores (as the intervention group scored 0.45 higher than the comparison group at post -test, p = .03)"

Discussion¶

Related Claims¶

• Students on academic probation showed significant pre- to post-course improvement on the LASSI learning strategies inventory after the Student Success Course — related
• The combined training-plus-diary condition improved specific SRL components: SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation, critical thinking), and resource management strategies (time-management, effort regulation) — related
• Reflective journal writing significantly improved the learning strategies subscale of self-regulation — related
• Students in differentiated classes grow significantly more on elaboration, critical thinking, metacognitive self-regulation and effort regulation — related