This study investigated whether students earning different final course grades report using the same study approach to different degrees or different study approaches when studying general chemistry. The study consisted of freshman enrolled in a required year-long general chemistry course at the U.S. Naval Academy. Students in the first and second semesters of the course were surveyed using a modified version of the published Approaches and Study Skills Inventory for Students (ASSIST). Survey responses to items associated with using deep or surface approaches to studying were examined for students of three achievement levels (A/B, C, and D/F course grades) using both ANOVA and Structured Means Modeling to look for differences in study approach between achievement levels. Results show that A/B and D/F students were classified as either using primarily deep (A/B students) or primarily surface (D/F) study approaches. However, C students show characteristics of both groups leading to the hypothesis that C students are in an intermediate and possibly transition state, demonstrating study approaches intermediate between the higher and lower grade groups. These results suggest a new understanding of C students as those who may not fully implement deep approaches to studying but do demonstrate in general, less reliance on surface approaches than lower achieving students. Implications for instructional changes to address these differences are discussed.

Differential use of study approaches by students of different achievement levels

255th National Meeting (2018)

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