Postsecondary learning strategy instruction and student outcomes

Abstract

With a pronounced move toward student-centered learning and academic self-regulation, the responsibility of learning is shifting from teacher to student. As a result, students are now being asked to take more responsibility for their learning. Research has made clear that strategic behavior and the use of learning strategies enhances teaming. Effective learners are able to self-regulate in order to evaluate when and how to use the appropriate strategies as well as evaluate their success relative to their actions. Students often enter postsecondary education without the knowledge and skills to self-regulate; therefore, learning strategy instruction becomes a key instrument in students' pursuit of academic success. Quantitative examination of the students' outcomes associated with this type of instruction is limited at best. This study examines student outcomes associated with the attendance of learning strategies workshops at the postsecondary level. Findings indicated that participants reported using some, if not all, of the strategies discussed. Additionally the largest percentage of strategies reported were strategies that were supported instructionally by modeling, practice, and feedback. This study did not uncover particular student traits that would lead to students' use of strategies. Strengths and weaknesses of this study are discussed, as are directions for future research.