DOES THE INTRODUCTION OF AN OVERALL STUDY STRATEGY EMPOWER STUDENTS TO USE APPROPRIATE STUDY STRATEGIES?

H. Øysæd1, R. Andersen1, P.E. Garmannslund1, A. Prinz1, A. Lazareva1, M. Schmidt2

1University of Agder (NORWAY)
2Birmingham City University (UNITED KINGDOM)
Through earlier surveys done in high schools across Norway, we identified that students lack skills enabling them to properly make use of an overall study strategy. Students seem to miss the ability to work independently and take control of their own study situation. Teachers often react to this by teaching what they consider good study techniques. Our hypothesis is that empowering students and moving from a teacher-centered approach to a student-centered approach leads to better results.

We use the PER strategy (Plan-Execute-Reflect) as an overall study strategy. Over the last two years we have used this strategy with about 300 ICT students. Several techniques were used in teaching PER, and peer review was used as a formative assessment and learning tool. A pre-test was conducted each time and a currently completed post- test took a further look at the effect one and two years after implementing the PER strategy. This paper will look at the results after implementing the PER strategy.