Publication type
Journal Article
Series Number
Authors
Publication date
January 17, 2025
Summary:
There is currently no population-based data evaluating secondary school-aged students’ use, or understanding of, learning strategies to study/revise independently for science. There is also no research evaluating the effort students make towards independent science study and revision, nor how schools support students with study and/or revision strategies for science examinations. In this paper, we report data from a representative sample of 385 students (aged 14 to 15 years) from 29 secondary schools in the UK, using the Effective Revision and Study Strategies Questionnaire (ERaSSQ) survey. We conducted a cross-sectional survey using a multistage implicitly stratified sampling method. Our results show that the learning strategies most frequently used by students for independent science study and revision were making notes, repeatedly reading information, and highlighting or underlining information (i.e., lower utility learning strategies). Our findings also suggest many students do not have a complete understanding of the strategies that are known to have higher utility (i.e., retrieval and spaced practice). These results represent the first attempt to gather information using robust survey methods and are of interest to secondary school science teachers and education policymakers.
Published in
Education Sciences
Volume
Volume: 15
DOI
https://doi.org/10.3390/educsci15010101
ISSN
22277102
Subjects
Notes
Open Access
© 2025 by the authors. Licensee MDPI, Basel, Switzerland
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/ licenses/by/4.0/).
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