Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis

TLDR

Interventions typically target task‑related skills, self‑management of learning, or affective components such as motivation and self‑concept. This review aims to identify features of study‑skills interventions that are likely to lead to success. We conducted a meta‑analysis of 51 studies, categorizing interventions using the SOLO model into four hierarchical levels of structural complexity and distinguishing near versus far transfer. Results endorse situated cognition, recommending that training beyond simple mnemonics be contextual, domain‑specific, and promote high learner activity and metacognitive awareness.

Abstract

The aim of this review is to identify features of study skills interventions that are likely to lead to success. Via a meta-analysis we examine 51 studies in which interventions aimed to enhance student learning by improving student use of either one or a combination of learning or study skills. Such interventions typically focused on task-related skills, self-management of learning, or affective components such as motivation and self-concept. Using the SOLO model ( Biggs & Collis, 1982 ), we categorized the interventions (a) into four hierarchical levels of structural complexity and (b) as either near or far in terms of transfer. The results support the notion of situated cognition, whereby it is recommended that training other than for simple mnemonic performance should be in context, use tasks within the same domain as the target content, and promote a high degree of learner activity and metacognitive awareness.