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.

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.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

scholarly journals Housing with support for older people: a mixed-methods systematic review protocol

2020 ◽  
Vol 3 ◽  
pp. 64
Author(s):  
Camille Coyle ◽  
Sarah Buggy ◽  
Olivia Cagney ◽  
Louise Farragher ◽  
Caitriona Lee ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Mixed Methods ◽  
Older People ◽  
Grey Literature ◽  
Qualitative And Quantitative ◽  
Ovid Medline ◽  
The Impact ◽  
People’S Perceptions

Background: The implementation of housing with support is rapidly expanding, particularly as life expectancy is increasing throughout the world. This expansion is likely to intensify in the context of coronavirus disease 2019 (COVID-19), which has revealed the risks of relying primarily on nursing homes. This mixed-methods systematic review aims to: 1) explore older people’s perceptions and experiences of housing with support and 2) examine the impact of providing housing with support for older people on their quality of life. Methods: The databases Ovid Medline, Ovid Social Policy & Practice, EBSCO CINAHL, and EBSCO SOCIndex will be searched, and grey literature will also be identified. Quality assessment will be carried out using Joanna Briggs Institute’s Critical Appraisal Checklist for Qualitative Research as well as a tool from the National Institutes of Health for observational cohort studies. This review will employ convergent parallel design; as such, qualitative and quantitative findings will be synthesised separately in the initial stage of analysis. The results from the qualitative and quantitative syntheses will then be integrated in the final stage of the analysis. Conclusion: This systematic review will synthesise the evidence regarding older people’s perceptions and experiences of housing with support and the impact of providing housing with support for older people on their quality of life.

scholarly journals Epidemics, Lockdown Measures and Vulnerable Populations: A Mixed-Methods Systematic Review of the Evidence of Impacts on Mother and Child Health in Low-And- Lower Middle-Income Countries

2021 ◽  
Author(s):  
Giuliano Russo ◽  
Tiago Silva Jesus ◽  
Kevin Deane ◽  
Abdinasir Yusuf Osman ◽  
David McCoy
Keyword(s):  
Systematic Review ◽  
Mixed Methods ◽  
Inclusion Criteria ◽  
Middle Income ◽  
Middle Income Countries ◽  
Premature Deaths ◽  
Trade Offs ◽  
Mother And Child ◽  
New Research ◽  
The Impact

Background: The aim of this research was to synthetise the existing evidence on the impact of epidemic-related lockdown measures on women and children’s health in low-and-lower-middle-income countries. Methods: A mixed-methods systematic review was conducted of qualitative, quantitative and mixed-methods evidence. Between November 1st-10th 2021, seven scientific databases were searched. The inclusion criteria were that the paper provided evidence on the impact of lockdown and related measures, focused on low-and-lower-middle-income countries, addressed impacts on women and child’s health, addressed epidemics from 2000-2020, was peer-reviewed, provided original evidence, and was published in English. The Joanne Briggs Institute’s critical appraisal tools were used to assess the quality of the studies, and the PRISMA guidelines for reporting. The evidence from the papers was grouped by type of lockdown measure and categories of impact, using a narrative data-based convergent synthesis design. Results: The review process identified 46 papers meeting the inclusion criteria from 17 countries whichall focussed on the COVID-19 and Ebola epidemics. The evidence on the decrease of utilisation of health services showed plummeting immunisation rates and faltering use of maternal and perinatal services, which was linked to a growth of premature deaths. Impacts on the mental health of children and women is well-established, with lockdowns associated with surges in depression, anxiety and low life satisfaction. Vulnerability may be compounded by lockdowns, as livelihoods are disrupted, and poverty levels increase. Conclusion: Limitations included that searches were conducted in late-2020 as new research was being published, and that some evidence not published in English may have been excluded. Epidemic-related lockdown measures carry consequences for the health of women and children in lower-income settings. Governments will need to weigh the trade-offs of introducing such measures and consider policies to mitigate their impacts on the most vulnerable.

scholarly journals Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features

2018 ◽  
Vol 4 (1) ◽  
pp. e000341 ◽  
Author(s):  
Andy J Daly-Smith ◽  
Stephen Zwolinsky ◽  
Jim McKenna ◽  
Phillip D Tomporowski ◽  
Margaret Anne Defeyter ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Academic Performance ◽  
Active Learning ◽  
Good Practice ◽  
Risk Of Bias ◽  
Eligibility Criteria ◽  
Physically Active ◽  
Classroom Behaviour ◽  
The Impact

ObjectiveTo examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour.DesignSystematic review.Data sourcesPubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science.Eligibility criteria for selecting studiesStudies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias.ResultsTen PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies.ConclusionLow-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies.PROSPERO registration numberCRD42017070981.

Impact of training and professional development on health management and leadership competence

2019 ◽  
Vol 33 (4) ◽  
pp. 354-379 ◽  
Author(s):  
Reuben Olugbenga Ayeleke ◽  
Nicola Henri North ◽  
Annette Dunham ◽  
Katharine Ann Wallis
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Mixed Methods ◽  
Health Management ◽  
Mixed Methods Design ◽  
Content Type ◽  
Development Interventions ◽  
Leadership Competence ◽  
The Impact ◽  
Management And Leadership

Purpose Training to improve health management and leadership competence is recommended. However, there is limited evidence showing the impact of training on competence. The purpose of this paper is to evaluate the evidence for the impact of training and professional development on health management and leadership competence. Design/methodology/approach A systematic review was conducted using a mixed-methods design. Studies using qualitative, quantitative or mixed-methods design were included. The following electronic databases were searched to October 2018: CENTRAL, CINAHL, EMBASE, ERIC, NEDLINE and PsycINFO. Study eligibility and methodological quality were assessed independently by two review authors. Data from qualitative studies were synthesised using thematic analysis. For quantitative studies, odds ratio (OR) or mean difference (MD) and 95% confidence interval (CI) were calculated for each intervention. Where appropriate, qualitative and quantitative data were integrated into a single synthesis using Bayesian methods. Findings In total, 19 studies were identified for inclusion in the review. Training and professional development interventions using flexible, multiple training techniques tailored to organisational contexts can improve individual competence and performance. Such training is typified by a leadership development programme. There was insufficient evidence to determine the effects of interventions on organisational performance. Originality/value This is the first systematic review evaluating the impact of training and professional development interventions on health management and leadership competence.

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.

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