Helping Undergraduates to Become More Effective Learners ‐An Evaluation of Two Learning Interventions

SUMMARY

The study discussed in this paper evaluated two learning interventions given to first year undergraduates in a department of Psychology and a department of Theology and Religious Studies. The Psychology intervention, which was in its second year of development, aimed to promote a deep approach to the whole of the psychology course by involving tutors as well as students. The Theology and Religious Studies intervention was a new student‐based initiative designed to help students develop the necessary skills for effective learning within the religion component of their course. Evaluating both courses showed a major problem with student attrition, which might indicate some self‐selection of more committed students. However, of those who did attend throughout, there were significant beneficial effects on academic performance for Psychology students but not for Theology and Religious Studies students. The results are discussed in the framework of a systemic approach to improving students as effective learners.