Organizational Learning Strategies Predict Performances Differently in Physics versus Biology Courses.

In this study, we investigate how student's self-reported use and perceived value of learning strategies correlate with academic outcomes in online versus in-person physics introductory courses and physics versus biology courses. Our learning strategy scale has three categories: peer learning, organizational and self-testing and the linear model includes students' self-efficacy and metacognition. We find that both online and in-person physics students have significant negative relationship between use of organizational strategies and final score in the class while the correlation is positive for biology students. These results highlight the differences in how we teach and assess physics and biology classes and how we can help students choose the most appropriate learning strategy in different course modes.