Differences in use of Learning Strategies and Relation to Grades among Undergraduate Students

Abstract

Differences in learning strategies within a cross-sectional sample of 929 undergraduate students were assessed on the Inventory of Learning Processes. Higher scores were found for students with more years of college on three scales, Deep Processing, Elaborative Processing, and Methodical Study. Differences were found between the freshman and sophomore groups for Deep Processing scores and Methodical Study scores and between the freshman and senior groups for Elaborative Processing scores. No differences were found between groups on the Fact Retention scale. Correlations between inventory scales and grades were low ( r = .02 to .24), replicating previous research.