STRATEGIES APPROACHES IN STUDENTS LEARNING

Abstract

Students employ study habits, yet not all genuinely aid effective learning. Most of learners continue to depend on approaches that seem effective. Such as re-reading or highlighting. Despite evidence consistently indicating that these tactics do not foster long-term retention. This article examines learning methods and classifies them into "High Utility" and "Low Utility" groups, relying primarily on insights from cognitive psychology. A significant distinction arises between active learning. Passive methods frequently render the content seemingly familiar, creating an illusion of comprehension for learners. However, they fail to encourage the brain to encode the information. Conversely, active techniques. Including retrieval practice, spaced repetition, and interleaving. What experts’ term "desirable difficulties." These mild obstacles, combined with the recognized "testing effect," in reinforcing connections and ensure more durable retention of the material. Overall, the article says students need to stop just taking in information and start actively working with it. This shift is key for getting better results and building long-term skills in any field.