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ERIC Number: EJ1419498
Record Type: Journal
Publication Date: 2024
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0047-231X
EISSN: EISSN-1943-4898
Embedding Study Strategies in STEM Courses to Increase Retention and Success: A Quantitative Study
Ivetta Abramyan; Maria Oehler; Lyn Noble; Christopher Lee; Amanda Sartor
Journal of College Science Teaching, v53 n1 p44-50 2024
This study was conducted to determine if embedding effective study strategies in a course would result in an increased use of these strategies and, therefore, increase success and retention in introductory-level science, technology, engineering, and math (STEM) courses. An interdisciplinary team of STEM faculty members created study strategies video modules that were embedded in their courses. A concurrent course in the same subject was taught without the modules, with this course serving as a control. Data were collected regarding course content knowledge, study strategies awareness, study strategies use, student confidence, course completion, course success, and course retention. Over the course of 3 semesters, faculty team members collected data via pre- and posttests and surveys. Completion, success, and retention data were obtained from college records. A significant change (p < 0.0001) in the use of flashcards, interleaving, spaced practice, and the Pomodoro Technique was seen in students exposed to the study strategies modules. A significant change (p < 0.01) was also seen in time management in the experimental group. Although results indicate that exposure to study strategies makes students aware of their skill deficits, efficacy data indicate that other factors keep them from fully adopting new study techniques.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1712166