Enhancing teachers’ instruction on how to study: an exploration of the effectiveness of learning strategies for particular secondary school subjects

Abstract

Teachers’ instructions on learning strategies play a key role on how students study. However, how the effectiveness of learning strategies can be matched to different types of knowledge in a diversity of subject content has remained unexplored. In the present study, we related the effectiveness of learning strategies to different types of knowledge through an umbrella review. Furthermore, using focus-groups interviews, we explored the relation between school subjects and these knowledge types. We concluded that the effects of particular learning strategies vary across different learning objectives of the subjects and we offered suggestions for the instruction of effective learning strategies.