The Impact of Study and Learning Strategies On Post-Secondary Student Academic Achievement: A Mixed-Methods Systematic Review release_rev_3e6ca721-65b0-48ee-babe-dec05f3165b7

Abstract

BACKGROUNDWithin academic development, it is important for students to use effective study strategies to facilitate learning. Techniques used for long-term information retention include note taking strategies, time management, methods of self-testing and active recall. These strategies are explored to help students learn more effectively to attain their academic goals.METHODA mixed-methods systematic review of peer-review articles and grey literature was conducted with a predetermined criteria for a convergent integrated synthesis approach. PsychInfo (Ovid), Web of Science, and ProQuest databases were searched with guidance of a PICO-P logic grid and search strategy using keywords of student, study strategies, and achievement alongside filters. Initial studies were screened and reconciled by two independent authors with the use of a piloted screening tool. Using the Mixed Methods Assessment Tool (MMAT), included studies were assessed for quality. Two authors independently performed data extraction. Heterogeneity in study designs, outcomes, and measurements precluded meta and statistical analyses; thus, a qualitative analysis of studies was provided.RESULTSFour major themes contributing to academic performance were identified among the appraised articles. These themes were self-testing, scheduling/time management, concept maps, and learning styles. Self-testing, scheduling, and concept maps were positively correlated with increased academic performance, while no correlation was found with learning styles and academic performance.CONCLUSIONIncluded studies provided evidence for significant differences in study strategies implemented by high and low achieving students, such as areas of motivation for learning, efficiency, active recall, retrieval practices, and concept maps. Understanding the effectiveness of certain study strategies is critical for students and educational facilitators to maximize learning.
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