Date of Award

Summer 2023

Document Type


Degree Name

Master of Science (MS)



Committee Chairperson

Geeta Shivde, PhD

Committee Member

V. K. Kumar, PhD

Committee Member

Karen Mitchell, PhD


Students continue to use ineffective study strategies in classroom settings. Research suggests the efficacy of student study strategies may be enhanced by learning encouragement interventions. The present study implements a flashcard-oriented learning encouragement intervention in an applied setting and measures its effectiveness through a one-group pretest-posttest design which was used with three surveys. Undergraduates were recruited from two sections of an Introductory Psychology course (n=89) and all students received the learning encouragement intervention. Results indicated that the intervention increased flashcard use, and exam performance was correlated with flashcard use when measured immediately after the intervention. After the intervention ended, the positive effects seemed to decrease. The researchers conclude that if instructors were to implement an intervention, they should continue it over the course of the semester.