University students’ learning strategy preferences
Investigating usage patterns, knowledge sources, and study habits
Bibliographic Data
| ID | 12999042 |
|---|---|
| Authors | Peter Seban (0000-0002-8717-1616, Slovak Academy of Sciences, corresponding author), Radovan Sikl (0000-0002-7277-8183, Czech Academy of Sciences), Kamila Urban (0000-0003-4547-9804, Slovak Academy of Sciences) |
| Year | 2025 |
| Pages | 1-22 |
| Publication date | 2025-06-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 2000-4508 • E-ISSN: 2000-4508 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/20004508.2025.2522529 |
| OpenAlex | W4411581315 |
| Language | EN |
| References cited | 54 |
Effective learning requires students to use a diverse range of learning techniques and strategies (LTSs). However, research shows that students tend to use less effective LTSs such as rereading and highlighting, while neglecting more effective strategies, such as retrieval practice and distributed practice. The present study aimed to investigate the use of LTSs among 479 university students from different study fields in Slovakia. Students completed a questionnaire with open-ended questions about their LTSs usage and preferences. Results show that students predominantly use and consider effective LTSs like rereading, note-taking, and highlighting, that are actually less effective, while rarely using more effective strategies such as retrieval practice and distributed practice. Moreover, a mere 17.7% reported learning about LTSs in educational settings, with the majority gaining knowledge through personal experience and interest. Despite greater exposure to LTSs, pedagogy students did not show significant differences in LTS usage compared to students from other fields. Although students familiar with LTSs exhibited a wider array of strategies, no notable differences in academic success were observed. Surprisingly, consistent study habits were not associated with better academic outcomes compared to last-minute exam preparation. The findings are discussed in the context of educational systems
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| Highly cited | No |
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