Predicting Learning: Comparing Study Techniques, Perseverance, and Metacognitive Skill

Background: Instructors and students are on a continuing quest to identify predictors of learning. Objective: This study examines the associations between self-reported exam score and study techniques among students in two courses, Introductory Psychology and Computer Science. Method: We used an onl...

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Bibliographic Details
Published in:Teaching of psychology 2022-01, Vol.49 (1), p.71-77
Main Authors: Gurung, Regan A. R., Mai, Theresa, Nelson, Matthew, Pruitt, Sydney
Format: Article
Language:English
Subjects:
Attention
Cognitive Psychology
College Students
Computer science
Computer Science Education
Grade Point Average
Introductory Courses
Learning Strategies
Metacognition
Online Surveys
Persistence
Personality Traits
Predictor Variables
Psychology
Resistance (Psychology)
Scores
Student Characteristics
Students
Study Skills
Teaching Methods
Thinking Skills
Time Management
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Summary:Background: Instructors and students are on a continuing quest to identify predictors of learning. Objective: This study examines the associations between self-reported exam score and study techniques among students in two courses, Introductory Psychology and Computer Science. Method: We used an online survey to measure the extent students (N = 249) used 10 techniques studied in cognitive science. We also measured students’ perseverance, metacognitive skill, distractions, and procrastination. Results: Student use of specific study techniques varied between the two courses and a high utility technique, practice testing, was well used. Students reported low levels of spaced practice. Perseverance and metacognitive skills both correlated significantly with many of the study techniques. While no study techniques predicted exam scores in Introductory Psychology beyond variance predicted by GPA, the use of spaced practice predicted a significant portion of variance in students in Computer Science. Conclusions: Students’ use of study techniques varies between their courses and while related to GPA and exam scores, are not unique predictors of variance in learning. Additional moderators and mediators of learning need to be identified. Teaching Implications: We discuss ways instructors can help prepare students in Introductory Psychology and key needs for future research on studying.
ISSN:0098-6283
1532-8023
DOI:10.1177/0098628320972332