The impact of a preparatory science of learning intervention in secondary schools contexts in Australia

It is well documented that students of all ages tend to rely on inefficient study strategies. In a departure from the accustomed reactive strategy-training approach found in university settings, this took novel focusing at an earlier stage their education. The aim was evaluate efficacy early preparatory and applied instructional training interventions secondary school-age student learner behaviours (metacognition self-regulation) strategies (knowledge of, belief commitment use) schooling contexts. single-subject research design (SSRD) through repeated measures two Australian schools, aided by partnership with University Queensland. unpacked impact, barriers challenges strategy instruction methodology. When focused improving students’ knowledge effective strategies, many appeared ambivalent little change. However, when integrated into subject curricula assessments, significantly increased about them, using them. These altered preferences use correlated changes associated metacognitive knowledge, self-efficacy self-regulation. Furthermore, teachers coached integrating, applying teaching reported similar increases belief, suit subjects’ curricular assessment requirements. initial findings highlight ingredients effectively instruct translate science learning plans.