The use of appropriate learning strategies that accommodate working memory capacity is crucial for successful long-term learning. To our knowledge, there is little evidence in the literature showing which learning strategies STEM students use and their perceived effectiveness of these strategies. This paper addresses this gap by applying a mixed-methods design to gain insight into STEM students’ learning behaviour in terms of the use and perceived effectiveness of available learning strategies. Specifically, we collected quantitative scoping survey data, complemented by qualitative focus group data to gain a rich, holistic understanding of students’ perceptions and rationales for using learning strategies. Students rated content blocking and problem-solving attempts as more effective than interleaving and using worked examples, respectively. Students differentiated their use of different learning strategies, using more worked examples than problem-solving attempts and more rereading than retrieval practice. Additionally, the extent to which they used a strategy was positively correlated with their knowledge about its effectiveness. Our data also show that the use of both highly and moderately effective learning strategies positively predicted grades. The focus group findings highlighted the complexity of learning behaviour in that students used a variety of learning strategies, depending on their learning habits, the nature of their courses, their motivation and interests. Students evaluated the effectiveness of a strategy based on whether it improved their grades and by the combination of perceived and actual effort required to use it. Overall, STEM students have limited knowledge of learning strategies and ultimately need support to engage with their learning in an efficient and productive way.
Hui et al. (Mon,) studied this question.