Abstract
Students in introductory science courses often rely on familiar study strategies such as rereading or highlighting, despite evidence that more active strategies such as retrieval practice and self-testing improve learning. In introductory biology 1 (BIO 111), students are introduced to evidence-based learning strategies through the Learning How to Learn lab. In this study, we examine how students’ perceptions of the effectiveness of active versus passive strategies influence their adoption of these strategies over the course of the semester. We hypothesize that students who increasingly perceive active learning strategies as effective will have a higher rate of adopting these strategies. Using survey data collected before and after instructional interventions, we measured students’ beliefs about the effectiveness of multiple study strategies using a 1–5 Likert scale and compared these perceptions to self-reported frequency of strategy use. Correlational analyses will assess the relationship between perceived effectiveness and strategy adoption.