This presentation reports on the effects of conducting a 50-minute interactive lecture focused on metacognitive learning and studying strategies in a general chemistry (GC) I course. We have previously shown that exposure to such strategies as doing homework without using examples, not looking up solutions, using the study cycle (preview-class-attend class-review-implement “power hours for focused study”), and monitoring one’s learning every step of the way, shortly after the first exam in a GC I class, is effective in improving students’ course performance by as much as one letter grade. In the current work, we identified a number of students who significantly improved their performance between the first and the remaining semester exams and invited them to report the strategies they tried and those that worked best for them. Student responses and implications for learning strategies instruction in general chemistry will be offered.

From failure to success in general chemistry: Learning strategies to the rescue

253rd National Meeting (2017)

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