DISTRIBUTED STUDY, COGNITIVE STUDY STRATEGIES AND APTITUDE ON STUDENTLEARNING

The time spent using the cognitive strategies of reading, reviewing, a nd organizing were compared with the distribution of study time (metac ognitive strategy) and aptitude in determining factual, conceptual, an d essay scores earned in a four week course. The subjects were college juniors who were education majors. None of the cognitive study strate gies were significantly related to test points earned in the course. H owever, distributed study was significantly related to conceptual and essay scores but not factual scores. Aptitude, as measured by ACT, was significantly related to factual, conceptual, essay, and total test p oints earned in the course. An analysis of high and low scorers found that higher scorers spent significantly less time studying (especially reading); and they distributed their time studying over more episodes of shorter duration, than low scoring students. High scoring students also had higher ACT scores.