Students’ Learning Strategies: Effects of Open-Ended Questions and Class-Preparation Assignments Were Provided in Advance

Abstract

This study examined whether students’ learning strategies and class engagement were improved by teachers providing open-ended questions in advance and facilitating class-preparation. The participants were 42 university students (Mean age= 19.3, SD = 0.6) from an educational psychology class. In the first baseline assessment class, students responded to a scale that measured their intellectual curiosity. During Intervention 1, a simple explanation and several open-ended questions about the content were provided before class. During Intervention 2, the students received specific assignments for class-preparation. Results showed that the scores for learning strategies and class engagement were higher after the first and second interventions than after the baseline assessment. Moreover, class-preparation assignments and the provision of advanced open-ended questions were effective for students with low intellectual curiosity.