Embedding Study Strategies in STEM Courses to Increase Retention and Success: A Quantitative Study

Abstract

This study was conducted to determine if embedding effective study strategies in a course would result in an increased use of these strategies and, therefore, increase success and retention in introductory-level science, technology, engineering, and math (STEM) courses. An interdisciplinary team of STEM faculty members created study strategies video modules that were embedded in their courses. A concurrent course in the same subject was taught without the modules, with this course serving as a control. Data were collected regarding course content knowledge, study strategies awareness, study strategies use, student confidence, course completion, course success, and course retention. Over the course of 3 semesters, faculty team members collected data via pre- and posttests and surveys. Completion, success, and retention data were obtained from college records. A significant change (p < 0.0001) in the use of flashcards, interleaving, spaced practice, and the Pomodoro Technique was seen in students exposed to the study strategies modules. A significant change (p < 0.01) was also seen in time management in the experimental group. Although results indicate that exposure to study strategies makes students aware of their skill deficits, efficacy data indicate that other factors keep them from fully adopting new study techniques.

Keywords:

• Study strategies
• STEM
• Success
• Retention

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Additional information

Funding

This research was supported by the National Science Foundation under Award Number 1712166.