Do Learning And Study Skills Affect Academic Performance? An Empirical Investigation

2012 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Richard Griffin ◽  
Angie MacKewn ◽  
Ernest Moser ◽  
Ken W. VanVuren
Keyword(s):  
Academic Performance ◽  
Time Management ◽  
Study Skills ◽  
Statistical Significance ◽  
Study Strategies ◽  
Test Taking ◽  
Self Testing ◽  
Test Taking Strategies ◽  
Study Support ◽  
Learning And Study Strategies

Universities and colleges are very interested in understanding the factors that influence their students academic performance. This paper describes a study that was conducted at a mid-sized public university in the mid-south, USA, to examine this issue. In this study, the 10-scale, Learning and Study Strategies Inventory (LASSI) (Weinstein et al., 1987) assessment device was administered to 107 students to measure receptivity to several skills and strategies that purportedly enhance a students ability to learn and successfully perform in an academic setting. The results of this study showed that the LASSI scales dealing with attitude, concentration, information processing skill, motivation, self-testing and review techniques, use of study support techniques, time management, and effective test-taking strategies all correlated positively (with statistical significance) to student GPA. There were also statistically significant differences between males and females in their mean scores for several of the above mentioned LASSI scales. Every LASSI subscale, where females significantly outscored males, positively correlated with superior academic performance (i.e., GPA). However, after controlling for variance explained by the LASSI scores, there were no statistically significant correlations between gender and academic performance. The primary conclusion from this study is that contrary to prior research that suggests that females predominantly outperform males in academics, such differences can be better explained by mediating variables such as learning and study strategies. This debunking of the female stereotype of superior academic performance merely because of gender has pedagogical implications.

scholarly journals The Impact of Study and Learning Strategies On Post-Secondary Student Academic Achievement: A Mixed-Methods Systematic Review

2021 ◽  
Author(s):  
Joy Xu ◽  
Jeffrey Ong ◽  
Tam Tran ◽  
Yasmine Kollar ◽  
Alyssa Wu ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Mixed Methods ◽  
Learning Styles ◽  
Time Management ◽  
Concept Maps ◽  
Study Strategies ◽  
Self Testing ◽  
Motivation For Learning ◽  
The Impact

BACKGROUNDWithin academic development, it is important for students to use effective study strategies to facilitate learning. Techniques used for long-term information retention include note taking strategies, time management, methods of self-testing and active recall. These strategies are explored to help students learn more effectively to attain their academic goals.METHODA mixed-methods systematic review of peer-review articles and grey literature was conducted with a predetermined criteria for a convergent integrated synthesis approach. PsychInfo (Ovid), Web of Science, and ProQuest databases were searched with guidance of a PICO-P logic grid and search strategy using keywords of student, study strategies, and achievement alongside filters. Initial studies were screened and reconciled by two independent authors with the use of a piloted screening tool. Using the Mixed Methods Assessment Tool (MMAT), included studies were assessed for quality. Two authors independently performed data extraction. Heterogeneity in study designs, outcomes, and measurements precluded meta and statistical analyses; thus, a qualitative analysis of studies was provided.RESULTSFour major themes contributing to academic performance were identified among the appraised articles. These themes were self-testing, scheduling/time management, concept maps, and learning styles. Self-testing, scheduling, and concept maps were positively correlated with increased academic performance, while no correlation was found with learning styles and academic performance.CONCLUSIONIncluded studies provided evidence for significant differences in study strategies implemented by high and low achieving students, such as areas of motivation for learning, efficiency, active recall, retrieval practices, and concept maps. Understanding the effectiveness of certain study strategies is critical for students and educational facilitators to maximize learning.

Using the Learning and Study Strategies Inventory Scores as Additional Predictors of Student Academic Performance

1998 ◽  
Vol 18 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Kris T. Rugsaken ◽  
Jacqueline A. Robertson ◽  
James A. Jones
Keyword(s):  
High School ◽  
Academic Performance ◽  
Time Management ◽  
Study Strategies ◽  
Act Scores ◽  
Student Academic Performance ◽  
High School Rank ◽  
Learning And Study Strategies

This study focuses on the usefulness of the Learning and Study Strategies Inventory (LASSI) in predicting student academic performance. It examines whether LASSI scores enhance the accuracy of traditional predictors, namely SAT/ACT scores and high school rank. Findings indicated a slight, but not significant, increase in the predictability of student academic performance when LASSI scores, particularly the subscales of Motivation and Time Management, were considered along with traditional predictors.

Communication technology use and study skills

2017 ◽  
Vol 18 (3) ◽  
pp. 257-270 ◽  
Author(s):  
Penny Thompson
Keyword(s):  
Online Social Networks ◽  
Technology Use ◽  
Study Skills ◽  
Text Messaging ◽  
Instant Messaging ◽  
Negative Relationship ◽  
Communication Technologies ◽  
Study Strategies ◽  
Learning And Study Strategies ◽  
The Relationship

Research suggests a negative relationship between frequent use of communication technologies, such as text messaging and social network sites, and academic performance, but the nature of the relationship needs to be explored in greater detail. This study explored the relationship between use of communication technologies and self-reported study skills. A total of 74 first-year university students completed the online Learning and Study Strategies Inventory and reported on how frequently they used text messaging, instant messaging, and online social networks such as Facebook. Correlation analysis indicated a negative relationship between frequency of communications technology use and the Learning and Study Strategies Inventory measure of Concentration. While the study does not prove a causal relationship, it provides more detail on the specific study skills challenges students may be facing when they interrupt their studying with frequent online social communication. This increased understanding can help educators tailor study skills interventions and support more directly to students’ needs.

Cognition, Study Habits, Test Anxiety, and Academic Performance

1994 ◽  
Vol 75 (3) ◽  
pp. 1219-1226 ◽  
Author(s):  
Wim Chr. Kleijn ◽  
Henk M. van der Ploeg ◽  
Robert M. Topman
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Time Management ◽  
Study Strategies ◽  
Stepwise Multiple Regression ◽  
First Year ◽  
First Year Students ◽  
Study Management ◽  
First Year Medical Students ◽  
Successful Students

The Study Management and Academic Results Test (SMART) was developed to measure study- and examination-related cognitions, time management, and study strategies. This questionnaire was used in three prospective studies, together with measures for optimism and test anxiety. In the first two studies, done among 253 first-year students enrolled in four different faculties, the highest significant correlations with academic performance were found for the SMART scales. In a replication study among first-year medical students ( n = 156) at a different university, the same pattern of results was observed. A stepwise multiple regression analysis, with academic performance as a dependent variable, showed significant correlations only for the SMART Test Competence and Time Management (Multiple R = .61). Results give specific indications about the profile of successful students.

A Comparison of Learning and Study Strategies of Gifted and Average-Ability Junior High Students

1994 ◽  
Vol 17 (2) ◽  
pp. 143-160 ◽  
Author(s):  
Mary K. Tallent-Runnels ◽  
Arturo Olivárez ◽  
Ann C. Candler Lotven ◽  
Sharon K. Walsh ◽  
Anna Gray ◽  
...  
Keyword(s):  
Junior High ◽  
Gifted Students ◽  
Study Strategies ◽  
Ninth Graders ◽  
Average Ability ◽  
School Settings ◽  
Junior High Students ◽  
Self Testing ◽  
Ability Groups ◽  
Learning And Study Strategies

Not enough is known about whether the learning and study strategies of gifted students are adequate or how they compare to average-ability learners. Therefore, two studies were conducted to determine if gifted and average-ability junior high students differed in learning and study strategies. Results of Study One revealed several differences between gifted (n = 80) and average-ability (n = 61) seventh, eighth, and ninth graders on the Learning and Study Strategies Inventory. Anxiety emerged as the variable that discriminated most between the groups with the average-ability students having more anxiety. Study Two replicated study one with ninth graders (99 gifted, 98 average-ability) taking the newer Learning and Study Strategies Inventory-High School Version and all students drawn from school settings. There were fewer differences between the two groups but significant differences did result on some of the same subtests as in Study One with anxiety again emerging as the most powerful discriminator. There were also gender differences in the second study with girls scoring higher than boys in motivation, study aids, and self-testing. Even with the differences between the ability groups, gifted students did not score above the mean on many subtests and it is recommended that both groups need explicit instruction in learning and study strategies.

scholarly journals Study strategies of first-year undergraduates with and without dyslexia and the effect of gender

2020 ◽  
Author(s):  
Wim Tops ◽  
Maaike Callens ◽  
Toivo Glatz ◽  
Angie Premchand ◽  
Marc Brysbaert
Keyword(s):  
Time Management ◽  
Fluid Intelligence ◽  
Study Strategies ◽  
Intellectual Ability ◽  
Fear Of Failure ◽  
First Year ◽  
Test Taking ◽  
Dyslexic Group ◽  
Wide Range ◽  
Intelligence Scores

For students to be successful in higher education, they need not only have motivation and sufficient intellectual ability, but also a wide range of study skills as well as the metacognitive ability to determine when a change in strategy is needed. We examined whether first-year undergraduates with dyslexia (N=100) differ from peers without learning disabilities (N=100) in the use of study strategies. The Learning and Study Strategies Inventory was used and potential gender differences were investigated. Matched for age, gender and field of study, fluid intelligence scores were comparable between groups. The self-reports showed that knowledge of test taking strategies was more limited in the dyslexic group. Also, ‘fear of failure’ was higher in the dyslexic students. Further analyses revealed group × gender interactions for motivation, time management and fear of failure, with female undergraduates outperforming their male counterparts. Implications for secondary education and university, as well as college student support services are discussed.

Core Goals and Their Relationship to Semester Subgoals and Academic Performance

2000 ◽  
Vol 2 (1) ◽  
pp. 13-28 ◽  
Author(s):  
P. A. Schutz ◽  
V. E. White ◽  
S. L. Lanehart
Keyword(s):  
Academic Performance ◽  
Student Retention ◽  
Study Strategies ◽  
Retention Rates ◽  
Central Focus ◽  
University 101 ◽  
Learning And Study Strategies

This study was designed to examine the nature of core goals and to investigate how core goals are related to semester subgoals, time spent on subgoals, and academic performance. The study provides evidence for a set of core goals that tend to become the central focus of behavior. The importance of these goals was demonstrated by participants who set and accomplished more core semester subgoals than secondary semester subgoals and who spent more time on those goals. In addition, participants who spent more time on their core subgoals and accomplished more core subgoals tended to perform better academically. Thus results indicate that courses designed to increase student retention rates such as University 101 or learning and study strategies courses may profit from activities designed to help students think about their goals and to examine the alignment of their most important goals with their subgoals and how they spend their time.

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