Answer:
A reasonable explanation for why some students who get very good grades in high school may receive bad grades in college can be attributed to several factors. These factors include the lack of metacognition, the inability to apply transfer-appropriate processing, the decline in working memory ability, and the difference in learning approaches between high school and college.
Firstly, one possible reason is that students may lack the metacognitive skills necessary to realize that the strategies they used to achieve good grades in high school may not be as effective in college. Metacognition refers to the ability to reflect on and regulate one's own thinking processes. In high school, students often rely on memorization and regurgitation of information to succeed academically. However, college courses typically require a deeper level of understanding, critical thinking, and independent learning. Students who are not aware of these differences may struggle to adapt their study habits and fail to meet the higher expectations of college-level work.
Secondly, students may have not learned how to apply the concept of transfer-appropriate processing to their studies. Transfer-appropriate processing refers to the ability to apply previously learned knowledge or skills to new situations or tasks. While high school courses often focus on rote memorization and standardized testing, college courses tend to emphasize critical thinking, problem-solving, and application of knowledge. Students who have not developed the ability to transfer their prior learning effectively may struggle when faced with more complex and open-ended assignments in college.
Thirdly, there is evidence that working memory ability tends to decline significantly between high school and college. Working memory refers to the cognitive system responsible for temporarily holding and manipulating information during complex cognitive tasks. It plays a crucial role in learning, problem-solving, and academic performance. Research suggests that working memory capacity tends to increase during adolescence but then plateaus or even declines during early adulthood. This decline in working memory capacity can make it more challenging for students to process and retain complex information, leading to lower grades in college compared to high school.
Lastly, the difference in learning approaches between high school and college can also contribute to the disparity in grades. High school education often relies heavily on incidental learning, where students acquire knowledge and skills unintentionally through exposure to information in various subjects. In contrast, college education places a greater emphasis on intentional learning, where students actively engage with the material, seek out additional resources, and take responsibility for their own learning. Students who are accustomed to passive learning in high school may struggle to adapt to the more self-directed and independent nature of college learning.
In conclusion, several factors can explain why some students who excel academically in high school may struggle to achieve good grades in college. These include a lack of metacognition, an inability to apply transfer-appropriate processing, a decline in working memory ability, and differences in learning approaches between high school and college.
Step-by-step explanation: