Stephanie MacMahon

It is well documented that students of all ages tend to rely on inefficient study strategies. In a departure from the accustomed reactive strategy‐training approach found in university settings, this study took a novel approach focusing on students at an earlier stage in their education. The aim was to evaluate the efficacy of early preparatory and applied instructional training interventions on secondary school‐age student learner behaviours (metacognition and self‐regulation) and study strategies (knowledge of, belief in and commitment in use) in their schooling contexts. It applied a single‐subject research design (SSRD) through a repeated measures approach in two Australian secondary schools, aided by a partnership with the University of Queensland. The study unpacked the impact, barriers and challenges of a preparatory study strategy training and instruction methodology. When the instruction focused on improving students’ knowledge of effective strategies, many appeared ambivalent with little change. However, when the study strategy training was integrated into subject curricula and assessments, this approach significantly increased students’ knowledge about them, belief in their efficacy and commitment to using them. These altered strategy preferences and use correlated with changes to learner behaviours associated with metacognitive knowledge, self‐efficacy and self‐regulation. Furthermore, teachers coached in integrating, applying and teaching the strategies reported similar increases in their knowledge, belief, and commitment to their use to suit their subjects’ curricular and assessment requirements. These initial findings highlight the ingredients to effectively instruct secondary students to translate the science of learning into their study plans.