Summary
An analysis of how metacognitive learning strategies, socioeconomic status, and gender influence student performance in the PISA assessment.
Study on Learning Strategies and Student Achievement
Highlights
Findings on Learning Strategies and Performance
Control strategies are positively linked to academic achievement and are more frequently utilized by female students and those in higher socioeconomic status (SES) schools. Conversely, ineffective strategies like memorization and elaboration are more common among males and students in lower SES schools.
Socioeconomic Influence and Educational Implications
Higher family SES is associated with more frequent use of ineffective study strategies. The study concludes that schools play a critical role in fostering effective learning habits, suggesting that male students in low-SES schools would benefit most from targeted educational interventions.