LEARNING STRATEGIES AND INCLUSION: FIRST-YEAR ENGAGEMENT WITH A ‘LEARNING TO LEARN’ MODULE
DOI:
https://doi.org/10.18623/rvd.v22.n2.3478Keywords:
Educational Equality, Effective Learning Strategies, First-Year Undergraduates, ‘Learning To Learn’ Module, Remedial EducationAbstract
This study investigates the study practices and inclusion challenges of first-year undergraduates at a public university in Peru. It examines the use of learning strategies, their determinants, and student engagement with a remedial Learning to Learn module. Surveying 200 students from four academic programmes (two in Social Sciences and two in Sciences), the research employed descriptive and inferential analyses, including chi-square tests and regression models. Results reveal that students predominantly relied on lower-utility strategies such as rereading, highlighting, and note-taking, while the adoption of higher-utility strategies—such as elaboration, self-testing, and spaced practice—was limited. Gender and disciplinary field emerged as consistent predictors of study practices, with female students and those in Sciences reporting broader and more effective strategy repertoires. Motivation also played a crucial role: intrinsic motivation fostered, while amotivation constrained, the use of diverse and effective strategies. Difficulties in initiating tasks were widespread, reported by 54% of students, particularly males and those with lower self-perceived academic competence. Participation in the Learning to Learn module was modest, with only 27% attending any session and 21% completing it. Overall, the findings underscore the need to embed evidence-based study skills instruction within first-year curricula and to design inclusive, programme-integrated support systems.
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