Learning and study strategies and their influence on academic performance

Abstract

This study investigated the differences between high and low academic achieving students of Monash College in terms oftheir learning and study strategies related to the Skill, Will and Self-regulation components of strategic learning. A total of 258 students participated in the study by completing the 2d edition of the Learning and Study Strategies Inventory (LASSI). Results indicated that there were significant differences in the way high and low achievers learn and study, which is consistent with past research. However, in this study differences between high and low achievers were limited to the Skill and Will components of strategic learning. Specifically high and low achieving students were found to score significantly differently on measures of motivation, test strategies and selecting main ideas. Further, high achieving students were found to have lower anxiety levels and a positive attitude towards learning. The study further investigated the impact of teaching of learning and study strategies as a part of the curriculum. The change in the awareness and use of learning and study strategies, despite embedding study skills in the program was limited to the Will component of learning. The students who were exposed to study skills were less anxious. However, the attitude of the students who has spent some time in the program was not as positive compared to the newer students. Previous learning experience, resistance to learning study skills and time spent on the program were posited as possible reasons for these differences.