Meta-Analysis on Cognitive Strategies and Academic Outcomes: Validity of the Learning and Study Strategies Inventory

• In Event: 63.085 - MTCC Roundtable Session 26
  In Roundtable Session: 63.085-9 - Meta-Analysis in Education: Innovative Methods and Applications

Abstract

Despite an enduring interest in the science of learning, questions remain regarding the most useful kinds of learning strategies for students to implement. Because the way students learn is malleable, it is critical to understand such processes, so educators can intervene and thereby improve student achievement. This study reports on a random-effects meta-analysis of over 150 studies on relationships between cognitive learning strategies, as measured by the Learning and Study Strategies Inventory (LASSI), and academic outcomes. Results indicated that the three cognitive strategies—information processing, selecting main ideas, and test-taking—were significantly but modestly correlated with a range of academic outcomes (GPA, test scores, persistence). Strategies were most strongly associated with GPA. Implications for research and practice will be discussed.

Authors

• Carlton J. Fong, Texas State University

• Megan Krou, Texas State University

• Karen Johnston-Ashton, Texas State University

• Meagan Hoff, Texas State University - San Marcos

• Theresa Rene' LeBlanc

• Shengjie Lin, The University of Texas at Austin