STEM Students' Learning Strategies and Academic Performance: Results From Two Cohorts

• In Event: Student Narratives Within STEM: Context, Learning, and Sense-Making

Abstract

Strategic learning strategies (will, skill, and self-regulation) are important to students’ academic performance, retention, and success. This study investigates STEM students’ learning strategies using the LASSI. The analyses of MANOVAs indicate no measurable equity gaps are identified from both pre- and post-course surveys by Pell, first-generation, or minority status. Paired-samples t-tests indicate significantly higher mean scores on the post-course survey except for the “attitude” subscale. The results show that nine out of ten LASSI subscales are positively and significantly correlated with first-year GPA, except “information processing”. The study identifies a need for improvements in student learning strategies including “attitude” and “using academic resources.” It provides actionable knowledge that could help instructors explore more effective instructional strategies to support student success.

Authors

• Shaoan Zhang, University of Nevada - Las Vegas

• Qingmin Shi, University of Nevada - Las Vegas

• Chengcheng Li, The Open University of China

• Yingtao Jiang, University of Nevada - Las Vegas