Document Type
Thesis
Abstract
This study evaluates the self learning strategies of introductory geology students through the use of the Motivated Strategies for Learning Questionnaire (MSLQ) and interviews. Three courses at the College of William and Mary were assessed at the beginning and the end of the fall semester of 2010 to determine the study habits of students and evaluate the change through time. The evaluations were also compared across courses to determine if a difference in course size had an effect on the study habits. Interviews were conducted with volunteers to determine if the study habits recorded on the MSLQ resembled the study habits discussed in the interview. The study showed an increase in almost every subcategory of the MSLQ from the beginning to the end of the semester, however, Time and Study Environment as well as Effort Regulation did show a decrease. The interviews showed higher level thought being used in studying such as Elaboration and Critical Thinking, however, this is not indicated on the MSLQ. Critical Thinking is the lowest score across all three courses. The interviews showed that many of the students regularly participate in critical thinking but that they did not acknowledge it as critical thinking. Many of the students interviewed were not aware that talking about their class with others outside of the class can be a form of elaboration and an effective way to study.
Date Awarded
2011
Department
Geology
Advisor 1
Heather MacDonald
Recommended Citation
Hamilton, Kathryn, "Evaluation of the Self-reported Study Habits of Introductory Geology Students at William and Mary through the use of the Motivated Strategies for Learning Questionnaire" (2011). Geology Senior Theses. William & Mary. Paper 251.
https://scholarworks.wm.edu/geologyseniors/251
