Putnam et al. (2016) cite five books at the end of the paper which provide a "wealth of information … about specific study strategies and the research behind them." He also states (or rather admits) that some of the suggestions presented in this paper are based on a sample size of one so it may be helpful to expand upon these statements although statements such as "Go to class" seem self-evident in supporting academic performance.
Findings and suggestions that could be investigated include verifying or repeating studies applying the use of active study techniques like self-quizzing the Spacing Effect (studying each subject a little bit each day) and the effectiveness of flashcards as a retrieval practice within different educational contexts and applications.
In addition Putnam et al. posit that students should try to limit rereading to when they are confused about a particular topic even after self-quizzing. This claim and study groups that quiz and teach each other are fertile ground for learning science investigation.