Active Learning Through Use of Learning and Study Strategies

1990 ◽  
Vol 35 (5) ◽  
pp. 471-472
Author(s):  
Herbert J. Klausmeier
Keyword(s):  
Active Learning ◽  
Study Strategies ◽  
Learning And Study Strategies

LASSI's great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomes

2021 ◽  
Vol 34 ◽  
pp. 100407
Author(s):  
Carlton J. Fong ◽  
Megan R. Krou ◽  
Karen Johnston-Ashton ◽  
Meagan A. Hoff ◽  
Shengjie Lin ◽  
...  
Keyword(s):  
Academic Outcomes ◽  
Meta Analysis ◽  
Study Strategies ◽  
Learning And Study Strategies

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.

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.

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.

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