Study Skills Of Students Research Articles

Learning and Study Skills in Students at a Small Liberal Arts College

Despite a large body of literature on the various study skills that predict academic performance in college students, there is no consensus on which specific study skills contribute the most toward college success. Additionally, the emphasis in the literature is primarily on large public universities and specialized groups such as chiropractic, medical, pharmacy, and vocational students, with little to no research focused on small liberal arts institutions. Finally, studies in the field typically assess all students, and use a wide range of GPAs in examining differences between high- and low-performing students. It is important to see if differences in study strategies exist even when only a small subset of students are tested – many of whom are on probation for already low academic performances. The present study assessed ten different learning and study skills via the Learning and Study Skills Inventory (LASSI) in 41 students enrolled in a general studies class at a small liberal arts college. Academic achievement was assessed via cumulative GPA for each student. There were significant correlations between individual scores on the motivation subscale and GPA, and between utilizing academic resources and GPA. Both motivation and utilizing academic resources were found to also significantly predict GPA. Theoretical and practical implications of these findings are discussed, in the context of enhancing student success via early and proactive interventions.

Exploring challenges in learning and study skills among first-year medical students: a case study

BackgroundDespite being high-achieving students, many medical students face academic challenges, particularly during their first year of study. Research indicates that self-regulated learning, involving metacognitive processes and adaptive strategies, can positively influence academic achievement. This study aimed to assess the early learning and study skills of first-year medical students in an international medical school with the goal of developing a learner-centered educational intervention to promote self-regulated learning.MethodsWe conducted a retrospective analysis of the Learning and Study Skills Inventory (LASSI) questionnaire that was administered annually each August to first-year medical students from 2019 to 2022. The distribution of students across different percentile ranges for each selected variable was determined for each year and all years collectively. Students were counted within distinct percentile brackets (50th and below, between 51st and 75th, and above 75th ) for each variable.ResultsA total of 147 students completed the LASSI questionnaire over the 4-year time period. Using academic resources was the greatest concern, with 67% of students in the 50th or below percentile, followed by selecting the main idea (56%), motivation (51%), and concentration (50%). Attitude scored highest across all cohorts, scoring between 21.55 ± 0.73 and 26.49 ± 0.34. In comparing mean scores of LASSI variables across all cohorts, attitude, motivation, test-taking strategies, time management, and the use of academic resources differed significantly (p < 0.05).ConclusionLASSI data can provide an early picture of students’ support needs. We posit that early identification of student learning and study skills and areas of struggle can inform personalized educational interventions and programs to support first-year medical students.

Student Stress, Coping, and APPE Readiness at Two Public Institutions before and during the Pandemic.

The coronavirus disease 2019 (COVID-19) pandemic significantly impacted pharmacy students' education and well-being. The primary aim of this study was to evaluate the effects of the pandemic on students' perceived stress by comparing third- and fourth-year students from the pre-pandemic Class of 2019 with mid-pandemic Class of 2021 at two public institutions. Secondary aims were to evaluate the pandemic effects on students' academic and professional development skills and practice readiness. The Perceived Stress Scale (PSS) and the Brief Coping Orientation to Problems Experienced (COPE) scale were used to measure student well-being. Students' self-rated problem-solving, time management, and study skills were used to measure their academic and professional development; practice readiness was measured using students' self-rated confidence levels. PSS scores were significantly higher in mid-pandemic than pre-pandemic students, and the Brief COPE avoidant coping subscale differed between pre-pandemic and mid-pandemic students. No differences were found in any academic and professional development skills between the pre- and mid-pandemic students, and there were significant improvements in student confidence levels for practice readiness among the mid-pandemic students. In conclusion, the pandemic appeared to affect students' stress and avoidant coping mechanism but had variable effects on academic and professional development and practice readiness.

Mediation of study approaches and skills in university students during covide-19: the effect on the relationship between family influence and self-efficacy

Objective: Self-efficacy is a characteristic that helps university students to fulfill pedagogical and academic tasks and goals. The support of the family or the skills of students are important to their university career, which may be affected by the COVID-19 pandemic. The aim of this study is to analyze whether family influence and study approaches and skills can predict self-efficacy and whether the relationship between family influence and self-efficacy can be mediated by students’ study approaches and skills. Methods: Participated in the study 174 Portuguese university students of both genders, with an average age of 23.70 years (±8.47). The instruments applied were the Family Influence Scale, Higher Education Self-Efficacy Scale, Approaches and Study Skills Inventory for Students (short version) and a sociodemographic questionnaire. Results: The study approaches and skills predicts of self-efficacy and mediates the relationship between family influence and self-efficacy.Conclusion: Knowing the important impact of study approaches and skills on students’ self-efficacy will contribute to the definition of support strategies that universities should promote, in a pandemic and post-pandemic phase, for the mental health and academic success of their community.

Exploring the Levels of Undergraduate University Students' Study Skills

The ability to study well is crucial to students' academic performance. The aims of this research were to investigate the study skills levels of undergraduate students, to determine the correlation between academic performance and the study skills of undergraduate students, and to identify any noteworthy variations in study skills based on gender and location. Multi-stage stratified random sampling technique was used to select representative sample of 2207 undergraduate students from Punjab, Pakistan's general public universities. With the author's consent, a modified version of the study skills evaluation questionnaire was adapted, and the academic performance scale was created, verified, and subjected to a reliability coefficient of .094 and 0.85. Four research hypotheses were developed and put to the test using the t-test, Pearson r, mean, and standard deviation. The results indicated a substantial difference in terms of gender and location, as well as a favorable link between study skills and academic performance. Moreover, the majority of undergraduate students employed study skills at a moderate level; therefore, it is recommended to design and incorporate study skills in educational courses for students in academic curricula.

Developing Topographic Map Study Skills in Advanced-Level Geography Students: A Teacher’s Experiences

Map work is a core component of the geography curriculum, but it presents unique challenges for both students and teachers. Students must have a high level of cognitive and conceptual development to read and interpret a map. Teachers, too, often find it difficult to instill the necessary skills for graphic literacy. The unique challenges associated with topographic map study skills are highly relevant to the choice of this subject. The primary goal of this study was to help advanced-level geography students improve their topographic map study skills. For this study, the action research method was used as a research method. Following the pre-test, four students with lower grades were chosen as a sample. Thematic analysis is performed on the data. This research found that most of the students in year 12 felt that they had some issues with incorrect topography identification based on map observation, incorrect recognition of standard symbols from map observation, incorrectly calculating the area of a map, difficulties comprehending the relationship between physical and cultural landscapes, and difficulties with reading and analysing a map. The research then revealed that students require fundamental knowledge of drawing, reading, and interpreting maps. It is also critical to teach map work in as practical a manner as possible. Teachers can use models as teaching aids and the group discussion method as a teaching method to help students develop these skills. Teachers’ peer intervention, individual attention, and discussion with friends all help to increase knowledge of basic topographic map concepts. It contends that the sophistication and complexity of the skills required to interpret topographical maps should not be underestimated. Teachers must be made aware of how students acquire map reading skills and the difficulties they face during this process so that teaching programmes that correspond to students’ levels of cognitive development can be developed. The study’s findings and recommendations have implications for geography teachers, textbook authors, and educational authorities, particularly those involved in curriculum and syllabus development.

THE MEDIATING EFFECT OF STUDY SKILLS AND HABITS IN THE RELATIONSHIP BETWEEN DISRUPTIVE BEHAVIOR AND STUDENT ENGAGEMENT IN MATHEMATICS AMONG FIRST YEAR COLLEGE STUDENTS

This study explores the mediating effect of study skills on the relationship between disruptive behavior and student engagement in secondary school students. Disruptive behavior, characterized by actions that hinder the learning environment, is known to detrimentally affect student engagement, which is crucial for academic achievement. The study is quantitative by nature and employed a correlational research design; data were collected from a sample size of 300 students using validated questionnaires measuring disruptive behavior, study skills, and student engagement. Results show that disruptive behavior garnered a very low descriptive equivalent, while student engagement and study skills garnered a high descriptive equivalent. Moreover, there was no significant relationship between disruptive behavior and student engagement. There also was no significant relationship between disruptive behavior and study skills. However, once study skills is considered as a mediating variable, there is a significant influence of disruptive behavior on student engagement.

Stress and its Effects on Medical Students in Early Years

Introduction: Stress can have a variety of effects on a medical student’s performance. It can cause decreased concentration and memory retention, making it difficult to remember information. Furthermore, stress can cause anxiety, which can result in poor decision-making and mistakes in patient care. This study aims to assess the stress level among medical students during their early year of study. Methods and Instruments: A descriptive quantitative cross-sectional study was utilized on medical students in first, second and third years of their study in Fakeeh College for Medical Sciences, Jeddah, KSA; data collection was carried out to assess the medical students stress level. The levels of stress were assessed among these students using the Perceived Stress Scale- 10 item version (PSS-10), self-report scale measures the degree to which one feels overwhelmed and unable to predict the future. Results: A descriptive statistic of the ten items of the PSS questionnaire reveals that the high percent of students perceive two items (one and three) very often. The majority of respondents reported moderate level of stress level. However, The Pearson’s correlations between GPA and the average score of PSS was not statistically significant. Conclusion: There is a high percentage of moderate stress among medical students at Fakeeh College for Medical Sciences especially first year medical students; this requires special orientation program to improve students time management and study skills sessions. Further research is needed to explore the predisposing factors for this stress.

EVALUATION OF STUDY SKILLS INTEGRATION INTO OMANI SECONDARY SCHOOL CURRICULUM

Study skills are considered critical in both the academic and professional life of a student. This study focusses on the extent to which secondary school students in Omani public schools possess study skills and how these are integrated into their English language textbook. The study explored i) the study skills profile of students in terms of college readiness, ii) the correlation between students' academic performance and study skills, and iii) the types of study skills embedded in the ‘Engage with English’ coursebook and workbook used in Grade 12. For this purpose, an adapted version of the pre-tested Study Skills Inventory developed by Dennis Congo was administered to 162 secondary school students. The results revealed that the students are relatively strong in the skills of memorising, test preparation, and concentration; however, most students lack fundamental study skills such as reading, critical and creative thinking, and time management skills. With respect to the correlation between study skills and academic performance, a bivariate correlation between the individual high school percentage and skills was performed using SPSS. The results showed a weak correlation between study skills and student performance for most of the skills except concentration which revealed a strong positive correlation with a Pearson value of 0.72. The document analysis of the textbook was conducted in alignment with the same inventory. The analysis revealed that although the textbook covers reading and memorising skills, other important skills including note-taking, test preparation, time management, and critical thinking skills are not targeted adequately. Although the student sample size is not large enough to generalise the findings of the study and only one textbook used by Grade 12 students was analysed, the authors conclude that there is an urgent need for the inclusion of study skills in the Omani public school curriculum to enhance students’ transition to higher education and subsequently, their professional success. The curriculum designers and decision-makers should consider embedding study skills more extensively in the curriculum during the next review cycle.

Correlation of engagement and study skills of junior high school students in Science modular instruction amidst pandemic of the public secondary schools in Calbayog districts

Correlation of engagement and study skills of junior high school students in Science modular instruction amidst pandemic of the public secondary schools in Calbayog districts

Diversity of Strategies for Motivation in Learning (DSML)-A New Measure for Measuring Student Academic Motivation.

Although the Motivated Strategies for Learning Questionnaire (MSLQ) has been widely used to measure student motivation, researchers have raised questions regarding its length and several problematic statements. This study introduces a new questionnaire, adapting items from the MSLQ and including three new key themes of course utility, procrastination and use of diverse sources. A total of 1246 students from a university in the northwest of England, studying a range of subjects and from across all grade boundaries, fully completed the questionnaire. Factor analysis suggested a 24-item questionnaire, including 6 factors: test anxiety, self-efficacy, source diversity, study skills, self-regulation and course utility. The measure, Diversity of Strategies for Motivation in Learning (DSML), has good predictive power for students with or without academic successes, and it can be used as a quick and an early alert monitoring tool to measure student motivation and study skills. The DSML has supported various interventions; however, further testing is required in other cultures, languages and educational environments (such as schools and colleges).

Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study.

We aimed to describe the impact of a structured interventional program to improve learning and study skills in undergraduate medical students from a Latin American medical school. The interventional program's design was based on diagnostic/prescriptive assessment test scores measuring ten scales. The program consisted of five tailored workshops. The cohort studied consisted of 81 third-year medical students. The outcome variable was the difference between "pre" and "post" test scores. The unadjusted score percentiles were used to compare improvement in learning and study skills. In addition, a sensitivity analysis was conducted to assess variation in the mean difference of the test scores by the number of workshops attended. The response rate was 100% (81/81) for the pre test and ~77% (62/81) for the post test. After the interventional program, nine out of ten scales showed statistical improvement, except for the scale of motivation. The scales with the highest and lowest percent change improvement were time management (66%, p-value: <0.001) and motivation (14.9%, p-value: 0.06). The students who attended more workshops obtained a higher percent change improvement in the post test. These findings suggest that through a well-designed interventional program, it is possible to improve learning and study skills among medical students.

The long tail of the pandemic and its ongoing effect on teaching and learning economics

In late 2021 we conducted a survey of faculty at our university regarding how the pandemic was affecting student learning. Survey results indicate that faculty perceived students to be not learning as much as they used to as a result of trauma; declines in student work effort, attendance, class participation, and study skills; the disincentive effects created by the increased flexibility and leniency faculty offered regarding deadlines and grades; and reductions in content coverage. To address these issues, we argue that faculty could: (1) pay more attention to the development of academic skills; (2) devote additional hours to instruction to facilitate skill development; (3) work to build community and foster a supportive learning environment in the classroom; (4) engage in more coordination at all levels of the curriculum; and (5) support students who experience trauma without undermining the extrinsic motivations that drive a significant amount of student behaviour.

Application of team-based learning to ophthalmology in China.

ObjectivesThe purpose of this study was to explore whether team-based learning (TBL) was more effective than traditional didactic lectures (TDLs) in improving medical students' problem-solving and study skills in the clinical course of ophthalmology. In addition, we were also concerned about Chinese students' satisfaction with TBL.MethodsOur study program involved 275 students of the 5-year clinical medicine program from Central South China University, of which 140 were enrolled in a modified TBL course. A questionnaire that included closed-ended and open-ended items was distributed to students immediately following the completion of the TBL session, and 108 valid questionnaires were collected. Descriptive statistics were used to analyze quantitative data. The effects of the TBL module on students' performance were measured between the groups using a one-way between-group analysis of variance (ANOVA) test by the individual readiness assurance test (IRAT), the group readiness assurance test (GRAT), and final examination scores (FESs), compared with a class without the TBL session.ResultsWith our modified TBL strategy, 140 students achieved a mean test score of 72.65 on test questions that assessed their knowledge of ophthalmology compared to 135 students who achieved a mean score of 70.8 using the TDL method (p = 0.3434). The performance in a pre-class quiz was significantly better in the GRAT compared to the IRAT. In comparison to the TDL session, the modified TBL was preferred and acceptable by most medical students.ConclusionsBy applying the modified TBL to ophthalmology, students improved their performance, self-study, and teamwork, and their class engagement and satisfaction were enhanced. However, TBL should be further optimized and developed to enhance educational outcomes.

Teaching study skills to college students using checklist training

AbstractDeficits in the study skills of college students can lead to lower academic performance and disqualification. Although behavior analytic research has evaluated strategies for improving student performance in the classroom, no studies have evaluated methods for improving study skills outside of the classroom. We evaluated the effects of a training package that consisted of instructions, written checklists, picture models, and performance feedback using a multiple probe design across skill sets of college students. We taught four college students how to set up their study environment, take notes on readings, and self‐test using their notes from readings. All participants exhibited improvements in targeted study skills during training, and three of four participants achieved mastery within two training sessions per skill set. Acquisition of targeted skill sets corresponded with increased scores on quizzes that assessed learning from the readings. Moreover, participants found the goals and procedures acceptable and the outcomes satisfactory.

Osteopathic Medical Student Study Skills for Clinical Anatomy

Clinical Anatomy courses have seen an influx of new teaching modalities and resources. Studies have discovered that students gravitate to certain resources and study styles (Welch et al. 2020), but there is limited data on how first year Osteopathic Medical (OM) students adapt and study for anatomy. As resources increase, how are students able to determine which are helpful? We explore student perceptions of study skills and study aids utilized in Clinical Anatomy at a U.S. Osteopathic Medical School. By conducting this study, we evaluated how first‐year OM students utilized various materials and its impact on their experience in the course.Students who completed Clinical Anatomy were invited to participate in an interview and a graduate student conducted the interviews. Students signed a consent form and were asked questions focused broadly on study skills and resources. Interviews were recorded and stored in a password‐protected site. Upon completion of the interviews, audio recordings were transcribed, and a code book created. Codes were established by the PI and multiple iterations occurred to ensure validity. Following, thematic analysis was performed.Using qualitative methodology to ensure validity and limiting bias, ten codes were established. Codes included focus on board prep materials and provided lectures to application of specific study skills. For example, the code pertaining to board prep included the terms “Q‐banks and Boards and Beyond.” Following coding, thematic analysis resulted in the following themes:· First‐year OM students in preparing for clinical anatomy are aft to use lecturer’s notes in conjunction with outside resources that are oft spoken about by other medical students, including but not limited to, Sketchy, First Aid and Boards and Beyond.· First‐year OM students in preparing for anatomy are reliant on guidance from instructors, utilize contact with body donors and mimic study skills of instructors and fellow students including flow charts, spaced repetition, and drawing.Future direction may include being more pointed in asking questions about the perceived effectiveness and usefulness of the outside resources and those provided. In addition, these students were the first class at a new institution, thus we are interested in interviewing the second class to see if there was influence from prior cohorts.Significance of this research is to provide guidance to future OM students on which resources are most beneficial when it comes to studying for Clinical Anatomy and to serve as a framework for professors to better understand the students’ perceptions of resources. In addition, the interviews provided insight into the lack of study skills at the beginning of the course and skills they acquired throughout. Further evaluation of where students need help in their study skills and how professors can help foster these skills sooner is a future point of interest.1. Welch, M. C., Yu, J., Larkin, M. B., Graves, E. K., &amp; Mears, D. (2020). A Multimedia Educational Module for Teaching Early Medical Neuroanatomy. MedEdPORTAL : the journal of teaching and learning resources, 16, 10885.

Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID-19.

The COVID‐19 pandemic disrupted education across the world as campuses closed to restrict the spread of the virus. UK universities swiftly migrated to online delivery. The experiences of students and staff during this transition can inform our return to campus and our ability to deal with future disruption. This study draws on Moore's theory of transactional distance to understand factors influencing student study skills engagement and participation in online learning during this period. We surveyed students (n = 178) in a computing school at a UK university. A partial least squares (PLS) analysis was used to explore the influence of transactional distance (between students/teachers and between students/students), access to e‐learning capital, and perceived usefulness on two measures: study skills engagement and participation in online collaborative activity. Results show that transactional distance influences participation, and e‐learning capital influences study skills engagement. Our findings suggest that if universities continue with aspects of online learning for previously on‐campus students they should provide access to infrastructure and training on utilising the online ecosystem to avoid disadvantaging students. Further investment in students' e‐learning capital, such as signposting and adapting existing resources, is also necessary to support this key influence in study skills engagement. Practitioner notesWhat is already known about this topic Moore's transactional distance theory recognises that the significant distance of distance learning is not of time or place, but rather a communication and psychological distance between the learner and teacher that is affected by the structure of the course, the dialogue between the learner and teacher, and the autonomy of the learners. Transactional distance affects student engagement.Studies using Davis' technology acceptance model have found perceived usefulness of the virtual learning environment to be an important factor in student engagement with online learning.Computer self‐efficacy is a factor related to engagement with digital learning technologies. What this paper adds This study identifies the relationship between factors of transactional distance (transactional distance between student and teacher TDST and transactional distance between students TDSS) with study skills engagement and participation, as mediated by perceived usefulness.We introduce the term e‐learning capital as a measure of self‐expressed ability (skills and resources) to utilise the online learning environment. This e‐learning capital influences students study skills engagement but not participation.Transactional distance between students and teacher did not directly affect study skills engagement or participation.Low student‐student transactional distance positively affects participation in online activities and this relationship is mediated by perceived usefulness of these activities. Implications for practice and/or policy Universities should draw on this study's findings in order to focus on students' online study skills engagement and participation for any future online or hybrid online and face‐to‐face learning.Further investment in students' e‐learning capital is necessary as a key influence in study skills engagement and this should be reflected in university policies.Lecturers should direct efforts to signposting the value of participation and academic advisors should reframe practical advice relating to study skills for online learners.This cohort effect of student‐student transactions should be encouraged further in online learning activities, including facilitating sharing study approaches.

Investigating the feasibility of MePlusMe, an online intervention to support mental health, well-being, and study skills in higher education students

Introduction While there are several web-based mental health interventions, few target higher education (HE) students. Importantly, more research is needed to establish their effectiveness. Here, we provide a pragmatic evaluation of an online intervention (MePlusMe) specifically designed to improve the mental health, well-being, and study skills of HE students. Methods In accordance with the published protocol for a feasibility study, we recruited a convenience sample of 137 HE students to participate in an eight-week intervention, with 26 participants retained at week 8. Validated measures of mood (depression and anxiety), well-being, and self-efficacy were collected at baseline, 2, 4, and 8 weeks, alongside two feedback forms assessing design and functionality (baseline) and engagement (week 4 and 8). Results We observed significant reductions in levels of anxiety and depression as well as increases in well-being, but no changes in self-efficacy. Participants rated the system design and functionality positively and qualitative findings indicated high levels of satisfaction with MePlusMe. Discussion Findings support both the acceptability and the effectiveness of MePlusMe. Nonetheless, modest retention rates limit the precision and generalisability of these findings. Further investigation should ascertain optimal duration of engagement, most acceptable means of outcome assessment, and further detail about obstacles to utilisation.

Educational tourism in the function of the environmental protection

Educational tourism is a selective form of thematic tourism and implies a trend of acquiring new knowledge, transferring knowledge to others, as well as improving skills outside the classroom. It implies a tourist activity in which education is the primary or secondary motive for staying at the destination. The main goal of the travel is focused on activities that include visits to other countries to learn about different cultures. These include student exchange programs and study trips, work, and skills development in different and new environments, such as numerous international internships. There is a difference between travels where education is not the main motive; however, during the holiday guests are educated about certain aspects of the tourist offer (e.g. cultural attractions) and travels where education is the main motive for travel and stay at the destination.

EXAMINATION OF SECONDARY SCHOOL 7TH GRADE STUDENTS' MATHEMATICAL THINKING AND PROBLEM SOLVING SKILLS ON RATIONAL NUMBERS

In our new education curriculum, it has been seen that it is no longer sufficient for students to learn only the achievements, unlike these gains, solution strategies that the student visualizes in his mind and designed by himself are also needed. Mathematical thinking, which is the process of obtaining new information completely different from the student's old knowledge and new knowledge, using it in the solution of the problem, and transforming that knowledge into new knowledge, has become extremely important. MEB asks students for deep mathematical thinking and problem solving skills in all questions they ask in the skill-based tests and student selection exam LGS. In this study, mathematical thinking and problem solving skills of middle school 7th grade students while solving problems will be examined. The research was applied to 241 students in 7 different secondary schools in the province of Bingöl in the Eastern Anatolia Region in the 2020-2021 academic year. In the study, it was investigated by quantitative and qualitative methods whether the mathematical thinking and problem solving skills of the students on rational numbers are related to gender, whether they had pre-school education and daily reading time. In the research, the SPSS 25 package program was used in the analysis of quantitative data, and in the analysis of qualitative data by examining the process steps in the answers from the students. As a result of the research, a statistically significant difference was found between male and female students, and this difference is in favor of female students. According to the findings obtained from the research, no statistically significant difference was found between the students who had and did not have pre-school education. Secondary school 7th grade students’ mathematical thinking and problem solving skills are related to their daily reading time. According to the results, students who read for an hour a day are more successful than students who read for fifteen minutes a day.