Study Skills Course Research Articles

DEVELOPING A UNIVERSITY STUDY SKILL COURSE FOR INTERNATIONAL JOINT PROGRAM STUDENTS AT HANOI UNIVERSITY

To enroll in international undergraduate programs, students must achieve an IELTS score of at least 5.5. However, students still encounter many difficulties in the English-speaking academic environment due to the differences between highschool and university systems. This study employed Macalister and Nation's (2012) theoretical framework for developing an academic study skills course for students of transnational programs of Hanoi University. The course developers examined the academic environment (situation analysis) and the academic requirements of the EMI program (needs analysis). The findings revealed that to develop a comprehensive and practical study skills course, students’ needs and course requirements should be analyzed rigorously. The empirical recommendations of the research, as well as its model, can be implemented to develop other pre-university courses for international programs in Vietnam.

Toward Epistemological Development Across the Curriculum: The Effect of Embedded Epistemic Instruction

Abstract: The present study investigated enhancing undergraduates' epistemological beliefs by integrating epistemological insights into a regular university course using an immersion framework. It was conducted with second-year students in the Department of English Language and Cultures in an Algerian university. The 48-student group received a two-semester study skills course designed with built-in notions about the nature, construction, sources, and certainty of knowledge, along with the original course content. A 19-subject group received a traditional study skills course. Both samples' epistemological beliefs were measured using Baxter Magolda's epistemological reflection model before and after the treatment. A qualitative analysis of the data indicated a significantly greater increase in the sophistication of the treatment group's epistemological beliefs when compared to the control group. These results highlight the considerable potential that a curriculum design informed by personal epistemology research has to offer to all educational endeavors and, hence, to overall epistemological complexity in society. Recommendations are made for policymakers, instructional designers, and teachers.

Impact of Study Skills on Accountancy Achievement

Despite its perceived difficulty, accountancy remains a popular choice for students at Higher Education Institutions (HEIs). However, poor student performance persists. This study explored the impact of study skills on accountancy achievement, focusing on second-year diploma students at the University of Johannesburg. Several factors hinder success, including students needing an accountancy background, the high school-HEI gap, and English language barriers. A literature review was conducted to investigate scholarly suggestions about general study skills and, in particular, for the study of Accountancy to succeed. The study adopted the quantitative research method to determine which study skills second-year accountancy students apply when learning and why they fail Accountancy examinations and formal class tests. A questionnaire focussing upon the various aspects of study skills used when studying Accountancy and, in general, was furnished to 800 students in their Second Year Diploma in Accountancy at the University of Johannesburg’s Soweto Campus. Descriptive statistics in proportions, frequencies, means, standard deviations and t-tests were used to compare the differences between the two groups of these students. In addition, correlations between variables were used to analyse the quantitative data collected. Findings revealed significant correlations between solid study skills and superior academic performance. Based on this, the study recommends: Study skills courses: Equipping students with time management, note-taking, and test preparation skills, along with specific accountancy study techniques. Early intervention: Integrating comprehensive study skills training into First Year, ideally as a dedicated course. Enhanced teaching: Encouraging lecturers to dedicate time to teaching effective study methods alongside accountancy concepts. Institutional support: Implementing a university-wide study skills program to offer ongoing support. By addressing the challenges and prioritising adequate study skills training, HEIs can significantly improve accountancy students' success and academic performance.

Directing a Study Skills Course as a Graduate Student Develops Flexible, Autonomous, Student-Centered Educators

Directing a Study Skills Course as a Graduate Student Develops Flexible, Autonomous, Student-Centered Educators

Designing an interactive online study skills course: A systemic design-based approach

Developing interactive eLearning courses is perhaps one of the most challenging tasks for instructional designers and developers. Nonetheless, the rich literature on instructional systems design provides a plethora of theoretically sound approaches and models for designing interactive online courses. Due to the complexity and diversity of eLearning environments, instructional designers need to document their design processes and share their experiences so that new theoretical knowledge and applications continue to be generated. This study used a design-based approach to document the cyclical and reiterative process of designing and developing the study skills course. The study applied the ADDIE instructional design model as a sub-system model to design, develop, deliver, and evaluate the online study skills course. The qualitative data were collected using document analyses, focus groups, and structured interviews with policymakers, SMEs, and instructors at SQU to define the gap in the practices of the design and development of SPOCs. In addition, a need assessment survey was used to collect quantitative data from the Instructional and Learning Technology (ILT) department at Sultan Qaboos University (SQU). The researchers used the instruments associated with each phase of the ADDIE model during the design and development of the intervention (the Study Skills course). The SMEs, instructional designers, developers, and e-learning specialists used a continuous feedback loop and formative evaluation to review each phase. The course evaluation sheet and the overall course grade indicated that the students had a positive online course experience. In addition, new contextual factors were identified and added to the design principles checklist that can be adapted and adopted in other learning environments.

Web Enhanced Flipped Learning: A Case Study

This research study is a technology-enhanced flipped learning pilot to observe the students’ engagement and learning in a self-regulated class through their individual feedback. Flipped learning was applied to a segment of the Study Skills course for more than two weeks to 129 students in the foundation year of a Teachers’ College in Bahrain. Divided across four sections, the students worked in small groups, prepared an assigned portion of the course content provided through a Learning Management System (LMS), and presented it to the rest of the class. Students used posters, flash cards, and digital technology in different forms such as PowerPoint slides, mobile phones, and Kahoot!. The reflective individual student responses on this experience were analysed quantitatively and qualitatively. The findings show a favourable response to group work, sharing ideas, saving time through collaboration, and use of technology. It is recommended that the study be extended to a larger sample group, to a larger number of the course topics, and include the use of different technology forms.

Preparing Future Faculty: Directing a Course as a Graduate Student Develops Autonomous, Flexible, Student‐Centered Educators

New doctoral programs have recently emerged that seek to meet the rising demand for high quality anatomy educators. These programs often include both a research and teaching component, and students have the opportunity to be a teaching assistant for various courses. Graduate students typically do not have the opportunity to gain experience as a course director prior to graduation, although they may find themselves in the role of course director as they start their first faculty position. However, at Indiana University Bloomington, there is an optional 1-credit hour study skills course, MSCI M100: Improving Learning Skills in Anatomy (M100) that is directed solely by graduate students enrolled in the Anatomy Education track PhD program. M100 was designed to help undergraduate students develop study skills while concurrently completing an anatomy course. M100 has been taught every semester for the past 8 years, with various doctoral students directing the course for anywhere from 1-6 semesters. To understand how the experience of directing M100 may have influenced these individuals and their future careers, the authors conducted a phenomenological study (IRB Protocol 2018-0214). Seven individuals who taught M100 at least once participated in semi-structured interviews, describing their first-person experience as the course director. The interviews were transcribed, and thematic analysis was completed in which each transcript was read and coded by both authors. Upon assessing these codes, four main themes emerged from the interviews. Individuals who taught M100 learned to be flexible, autonomous, student-centered, and the impact of this experience went beyond the scope of this course. Teaching M100 helped shape these individuals as educators by allowing them to determine how to best structure a course through trial and error. Interviewees also commented that they learned how to better interact with students, and they gained a better understanding of which learning activities are best to implement, as well as how to effectively implement them. In addition, teaching M100 allowed them to experiment with their own teaching and educational research interests, better honing their skills as developing scholars and shaping the way they now instruct courses as faculty members. The experience of directing a course as a graduate student seems to promote development of skills and knowledge needed as an educator beyond the experience of typical teaching assistant positions. It is an opportunity worth offering graduate students, when possible, to facilitate the transition to a teaching-focused faculty member.

A study skills course for First-Year Medical Students: Experience of a Private Medical School in Pakistan

Objectives:To share the experience of study skill module development and implementation for first year MBBS students at Liaquat National Hospital and Medical College (LNH&MC). To compare the change in students’ self- assessment of their knowledge of study skills before and after the course.Methods:This quasi-experimental study was conducted from November 2019 to April 2020. A structured study skills course was offered to 100 first year MBBS students of Liaquat National Hospital & Medical College, Karachi. Steps involved in the development included identification of outcomes, instructional objectives, content and instructional strategies. Students were given two questionnaires. In the first questionnaire, students rated their interest in implementing the learning techniques learnt. In the second questionnaire, students rated their level of knowledge of effective study skills before and after the course. Analysis included computing percentages for students’ preferred study skill technique. Change in knowledge was assessed by comparing retrospective pre-post self-rating using Wilcoxon Signed Ranks Test (two-tailed).Results:Analysis of survey forms showed that more than 50% of the students were willing to implement active listening techniques, metacognitive note taking and writing reflections in their future study practice.There was also a statistically significant change in students’ self-rating of their knowledge about study skills (pre-test median 3, post-test median 4, p0.00).Conclusion:This study provides an insight of structured study skills course development and implementation in early medical college studies that could help them in combating academic stress. In addition, students’ response about their preferred technique and their feedback comparison concluded their positive attitude towards the course.

Brief Research Report: Pilot testing an identity-based relevance-writing intervention to support developmental community college students’ persistence

We pilot tested an identity-based relevance-writing intervention designed to support developmental community college students’ (N = 54) educational commitment, value, and persistence. The intervention was embedded within regular journal assignments in two study skills courses with a third section serving as a comparison group. The intervention prompted students to explore how course topics connected to their identity. Results indicated large differences between groups in identity connections made in assignments and follow-up educational commitment and moderate differences in follow-up task value, all favoring the intervention group. There were no differences between groups in course enrollment eight months later. This pilot study offers promising preliminary evidence that an identity-based relevance-writing intervention may be effective in supporting developmental community college students’ academic persistence.

Students Teaching Students: What Do Graduate Student Instructors Gain from Teaching Study Skills to Undergraduates?

In recent years there have been several anatomy education doctoral programs that have emerged to train future educators and educational researchers in response to the growing demand for high quality anatomy educators. These programs are still quite novel, which merits examination of experiences gained by students currently enrolled in or those who have graduated from such programs as a means for determining how to best prepare individuals to effectively teach undergraduate and graduate/professional students in the basic sciences. This phenomenological study (IRB Protocol 2018‐0214) aimed to examine the experiences of individuals who, as graduate students, taught an optional 1‐credit hour learning skills course to undergraduate anatomy students. This course, MSCI M100, was designed to guide undergraduate students in developing effective study skills that would aid them as they concurrently complete an anatomy course. Seven individuals took part in a semi‐structured interview and their first‐person experience gained through teaching the undergraduate study skills course was described. Each of the individuals taught the course at least once during their time as a graduate student. Once the interviews were transcribed, thematic analysis of the interview transcripts was completed in which the transcripts were read and coded. These codes were further refined to capture common themes among the participants’ experience in teaching this course. Thorough investigation of the experiences these individuals gained when they taught MSCI M100 will help to determine the impact teaching this course has had in shaping these individuals as future educators in undergraduate or professional schools, and whether teaching this course, or similar courses, is a valuable experience that could be recommended for students in other (similar) programs.

Communication Challenges in the Military Institution

This paper examines communication challenges within the military institution in Botswana. There seems to be rigid ways of delivering messages which in the end impede smooth communication practices between senior personnel and their subordinates within the institution. This study adopted the qualitative analysis to interrogate issues underlying communication practices from military classrooms for three years. The target group was middle ranking officers in institution who take Communication and Study Skills course as a requirement for their study at the University of Botswana. Data were collected using open ended questionnaires, interviews and group discussions in the classrooms. The model of communication process and new media were used to benchmark the practices within the institution against what the concepts say. The findings indicated that indeed communication processes were marred with problems that hinder smooth transition of messages from the sender to the receiver and ended up frustrating the subordinates. The study concluded that revamping and sanitizing communication practices within the military institution was necessary through educating the leadership to address the barriers encountered.

Becoming a university student: An emotional rollercoaster

Students’ experiences during their first year of higher education affect study pace, retention and graduation. The aim of this study was to examine how students describe and perceive their studying and academic emotions during the first semester of higher education in order to analyse the interplay of different factors affecting student learning. The students participated in a compulsory study skills course, and wrote about their study experiences in reflective journals (N = 190) that were analysed qualitatively. Reflective journals have been rarely used in previous research on first year studies. The journals allow students to write about their experiences as a whole, and provide a broad and in-depth picture of students’ perceptions of their study habits and learning in higher education. Our results revealed that students’ academic emotions were profoundly affected by their self-regulated learning skills. Moreover, the study showed how self-regulated learning and academic emotions were tightly intertwined. In order to enhance student learning both self-regulated learning and academic emotions need to be considered in university teaching, and when universities plan the first year for new students.

The Effectiveness of Flipped Learning in Developing Current and Postponed Achievement among Students of the Study Skills Course at the University of Jordan

The present study aimed to identify the effectiveness of the flipped learning in developing the current and postponed achievement among students of the Study Skills course at the University of Jordan. The study sample consisted of (49) female students of educational sciences students, enrolled in the Study Skills at course at the University of Jordan in 2017/2018. The study sample was divided into two groups by the purposive sampling method. The first group (the experimental group) consisted of (23) students who studied using the flipped learning, while the second group (the control group) consisted of (26) students who studied using the traditional method. To achieve the objectives of the study, the semi-experimental method was used and a test of 15 items was developed and checked for its validity and reliability. It was used to measure the current and postponed achievement. The results of the study showed statistically significant differences at (α ≤ 0.05) level in the development of the current achievement of the subjects of Study Skills between the experimental and control groups in favor of the experimental group. In addition, there were statistically significant differences at (α≤ 0.05) in the postponed achievement of the subjects of Study Skills between the experimental and control groups in favor of the experimental group.
 Keywords: flipped learning, current achievement, postponed achievement, study skills.

فاعلية توظيف التعلم المقلوب في تنمية التحصيل الآني والمؤجل لدى طلبة مادة مهارات دراسية في الجامعة الأردنية

هدفت الدراسة الحالية التعرف إلى فاعلية توظيف التعلم المقلوب في تنمية التحصيل الآني والمؤجل لدى طلبة مادة مهارات دراسية في الجامعة الأردنية، وكانت أفراد عينة الدراسة من (49) طالبة من طالبات كلية العلوم التربوية المسجلات في مادة مهارات دراسية في الجامعة الأردنية للعام الجامعي 2017/ 2018 تم توزيعهن إلى مجموعتين، حيث تم اختيارهما بالطريقة القصدية، وتكونت المجموعة الأولى (التجريبية) من (23) طالبة درسن باستخدام طريقة التعلم المقلوب، بينما تكونت المجموعة الثانية(الضابطة) من (26) طالبة درسن بالطريقة الاعتيادية، ولتحقيق أهداف الدراسة أُستخدم المنهج شبه التجريبي، وأُعد اختبار لقياس التحصيل الآني والمؤجل تكون من (15) سؤالا، وجرى التأكد من صدق الأداة وثباتها. وأظهرت النتائج وجود فروق دالة إحصائيًا عند مستوى (0.05 ≥ α) في التحصيل الآني لطلبة مادة مهارات دراسية بين المجموعتين التجريبية والضابطة، ولصالح المجموعة التجريبية، ووجود فروق دالة إحصائيًا عند مستوى (0.05 ≥ α) في التحصيل المؤجل لطلبة مادة مهارات دراسية بين المجموعتين التجريبية والضابطة، لصالح المجموعة التجريبية. الكلمات المفتاحية: التعلم المقلوب، التحصيل الآني، التحصيل المؤجل، مهارات دراسية.

A Web-enhanced Course in Foundation Program at Bahrain Teachers College: A Case Study

The purpose of a web-enhanced course in Study Skills at Bahrain Teachers College (BTC) was to reduce the time consumed in teaching, learning and assessing while dealing with large classes. Thus, the current study is a case in exploring the effectiveness of using different aspects of technology in teaching. Conceptualized by Stella Cottrell, the APT-S framework of study skills focuses on Academic skills, People’s, Task and Self-management skills, and that formed the basis of the Study Skills course. The technology engaged in this investigation consisted of BTC’s Learning Management System-Moodle, computer labs, and students’ personal mobile devices. Through the e-content on Moodle, the course incorporated technology with online activities, online quizzes, QR codes, active excel sheets and optical answer sheets. Emails and WhatsApp groups formed the medium of communication with students. A variety of online teaching strategies included video lectures, flipped class model, live Instagram session, online discussion forums, and several interactive in-class fun activities. Periodic assessments of small portions of the content and reflective learning tasks that promoted critical thinking were the other highlights of the course. The sample for the current case study comprised of 366 Foundation program students at BTC. The qualitative data was collected in the form of the students’ reflections and feedback on the open-ended questions as well as the insights from the 3 course instructors. Unstructured interviews were also conducted with 14 students. Overall, the case study concluded that the blended/online learning for Study Skills course made the teaching and learning process more efficient and ensured a larger number of online participation from students than in a normal classroom. The effectiveness in the use of technology, through a flip classroom, a live Instagram session and video lectures, wasclearly evident. Due to the challenges posed by the logistics of conducting frequent assessments and recording video lectures without professional support, it is recommended that BTC should be equipped with sufficientcomputer labs and professional recording equipment.
 Keywords: web-enhanced, study skills, online teaching strategies, foundation program, online learning

Effect of a study skills course on student self-assessment of learning skills and strategies

IntroductionThe purpose of this study was to determine whether a study skills course taken by first professional year pharmacy students improved their self-assessment of study skills and strategies. MethodsThis study analyzed student responses to the Learning and Study Strategies Inventory (LASSI), an online assessment with questions in 10 subject areas: anxiety, motivation, concentration, test strategies, study aids, selecting main ideas, attitude, self-testing, information processing, and time management. Students in an elective study skills course in 2012–2017 completed the self-assessment prior to and at the end of the course. Wilcoxon signed-rank test was performed to compare class score pre- and post-course. ResultsOver a five-year period, 312 students completed both the pre- and post-course LASSI assessment. Average percentile scores increased significantly from the beginning to the end of the course in all 10 areas. Notably, average pre-course scores in seven subject areas (attention, concentration, self-testing, selecting main ideas, study aids, time management, and test strategies) were all below the 50th percentile, indicating a need for improvement in those skills to see increased academic success. Average post-course scores in each area increased to between the 50th and 75th percentile. ConclusionsThis evaluation shows that a study skills course improves students' self-assessment of skills and attitudes associated with success in post-secondary education. Future studies will look at the effect of such a course on academic outcomes.

Incorporating Digital Technology in the General Education Classroom

The implementation of technology-based pedagogic practices is becoming increasingly significant in higher education as the admission of digital natives increase. This generation of students, so defined as digital natives because they grew up using computers, tablets, smart phones and other digital technology, show a high level of technological competence, but exhibit deficiencies in competencies related to digital academic tools.
 A group of activities which supports learning, and facilitates student academic success, were compiled in a 28-item challenge for beginning General Education students, as a part of a Life and Study Skills course. Each challenge invited students to access some aspect of digital technology which has the potential to increase their academic competence. The main aim of the exercise was to increase students’ digital academic literacy, exposing them to applications and ICT skills which would increase their efficiency, self-efficacy and accuracy in executing academic tasks. The technology tools used were aimed at accomplishing tasks such as group formation and communication, notetaking, information capture, summarization, synchronous and asynchronous collaboration on tasks, referencing, formatting, grammar check, plagiarism and assessment.
 Students were challenged to complete particular tasks using specific applications. A screenshot of each completed activity was submitted as evidence of task completion. Students were given 28 days to complete the tasks, after which they were required to do two quizzes, using learning platforms they were exposed to in the challenge, demonstrating their new found proficiencies.

Preparing for College Success: Exploring Undergraduate Students' Perceptions of the Benefits of a College Reading and Study Skills Course through Action Research

Preparing for College Success: Exploring Undergraduate Students' Perceptions of the Benefits of a College Reading and Study Skills Course through Action Research

MVP and College Success for First‐Year Students

AbstractThis chapter describes a Reading and Study Skills program and course that are offered to first‐year students who are underprepared or reluctant and who may be at risk for failure in other courses as well as at risk for long‐term retention and graduation. The course is discussed with respect to its parallels to the MVP model, and initial evidence of its success is provided. The MVP cycle is reflected in course design and process and in a textbook created specifically to accompany the course.

Effectiveness of a Low-Cost, Graduate Student-Led Intervention on Study Habits and Performance in Introductory Biology.

Institutions have developed diverse approaches that vary in effectiveness and cost to improve student performance in introductory science, technology, engineering, and mathematics courses. We developed a low-cost, graduate student-led, metacognition-based study skills course taught in conjunction with the introductory biology series at Miami University. Our approach aimed to improve performance for underachieving students by combining an existing framework for the process of learning (the study cycle) with concrete tools (outlines and concept maps) that have been shown to encourage deep understanding. To assess the effectiveness of our efforts, we asked 1) how effective our voluntary recruitment model was at enrolling the target cohort, 2) how the course impacted performance on lecture exams, 3) how the course impacted study habits and techniques, and 4) whether there are particular study habits or techniques that are associated with large improvements on exam scores. Voluntary recruitment attracted only 11-17% of our target cohort. While focal students improved on lecture exams relative to their peers who did not enroll, gains were relatively modest, and not all students improved. Further, although students across both semesters of our study reported improved study habits (based on pre and post surveys) and on outlines and concept maps (based on retrospectively scored assignments), gains were more dramatic in the Fall semester. Multivariate models revealed that, while changes in study habits and in the quality of outlines and concept maps were weakly associated with change in performance on lecture exams, relationships were only significant in the Fall semester and were sometimes counterintuitive. Although benefits of the course were offset somewhat by the inefficiency of voluntary recruitment, we demonstrate the effectiveness our course, which is inexpensive to implement and has advantage of providing pedagogical experience to future educators.