Abstract
Evidence abounds that passive strategies such as rereading or highlighting are less effective than active strategies such as drawing models or explaining concepts to others. However, many studies have also reported that students tend to use learning strategies that they perceive as comfortable and easy, even when other strategies may be more successful. In this study, we asked students to self-report their study strategies after test-taking, as well as any planned new strategies. We also compared their self-reports with their actual use of the technique of self-testing, which was defined as completing practice problems in their online courseware system. In contrast to prior studies, students reported using self-testing more than any other strategy, and the amount of self-testing they used predicted their final performance in the course. Students' continued reporting of intended new strategies also correlated with performance, as did the accuracy of their reports of self-testing. These findings demonstrate that the amount of self-testing affects performance, and that students' accurate reporting of self-testing could be an indicator of their awareness.