Understanding the reasons and cues that guide general chemistry students’ studying decisions

Abstract

With the prevalence of quantitative methods to examine student studying habits, this study harnesses qualitative methods to capture the reasonings behind general chemistry students’ studying choices. Previous literature suggests that students use various strategies that may not be the most effective, according to learning scientists, and many studies that have implemented interventions to improve student study choices report mixed results. This study investigated the perspectives of 16 general chemistry I students regarding their studying decisions; perspectives were inductively analyzed using Self-Regulated Learning, Cognitive Load Theory, and Desirable Difficulties as lenses to frame our understanding. Results indicate that students heavily rely on their beliefs about a strategy's ability to help them understand/learn and prepare them for an assessment. Students are also influenced by instructor suggestions when choosing to use a strategy. When students discussed why they do not use strategies, they considered multiple cues related to learning/content, effort, and previous experience, including not valuing the strategy, not knowing how to use it, and not needing it. Implications for supporting improvements in student studying decisions are shared and aligned with students’ specific reasonings and cues identified within the data.