Evaluating ‘Study Skills’: what’s the context?

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.

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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.

Student success is a vital construct within academia, and, as such, considerable explorations have attempted to identify contributing factors. However, these studies typically focused on only one or two aspects of academic achievement (i.e., motivation, study skills, or self-efficacy). In the present study, we used five separate instruments to identify a set of factors that predict academic success for both first-generation and non-first-generation students, measured by grade point average (GPA). For all students, multiple regression analyses revealed that amotivation, introjected extrinsic motivation, external regulation extrinsic motivation, study skills, identified extrinsic motivation, support from a significant other, and autonomy were significant predictors of GPA. In comparison, multiple regression analyses revealed that first-generation students’ GPA was primarily predicted by only amotivation, social support from friends, intrinsic motivation toward accomplishment, and support from a significant other. Our results support the importance of fostering intrinsic motivation for academic success in both groups of students, highlight the critical role of social support for this outcome, and provide evidence that first-generation students’ motivation may differ from that of their peers.

Currently, the dropout rate is crucial in the field of Computer Science (CS) higher education. In CS education it is usually the mathematically oriented subjects that are blamed for the high dropout rates. Implementing a theoretical framework into practice, we have been able to prevent 28% of our students from dropping out in the last 2 years due to our education reform. The aim of the present study is to analyse the results of the students through the curriculum of the CS program by factor analysis. Nearly 4000 first-year students’ results were analysed. One of the most important steps of the education reform was that all of the lectures became compulsory to attend. Another step was the introduction of a prevention and skills-training program for every first-year student in order to develop their study skills. Our findings highlighted that as a consequence of the education reform, more students stayed until the end of the first and second semesters and try taking exams in the exam period. Analysing the subjects as factors in the CS curriculum could (1) help faculty staff introduce an education reform, and (2) help decision-makers develop prevention and promotion programs in order to develop students’ study skills. The results reveal that we have managed to successfully engage first year students in the academic environments.

Study skills are vital for academic achievement in higher education, as they help students improve and manage their learning processes. Understanding these strategies is essential for educators, policymakers, and students to develop interventions that promote effective, lifelong learning. Despite extensive research, there remains a limited understanding of how diverse study strategies interact to influence concentration, particularly within non-Western educational settings like Ghana, where students often rely on rote memorisation and surface learning approaches. Guided by Self-Regulated Learning theory, which posits that effective study skills and concentration stem from cyclical processes of forethought, performance, and self-reflection, this cross-sectional study examined the multidimensional structure of study skills and their ability to predict students’ concentration. Data were gathered from 273 Level 400 students at the University of Cape Coast, Ghana, using the Study Skills Assessment Questionnaire (SSAQ). Confirmatory Factor Analysis (CFA) supported a seven-factor model- Concentration, Information Processing, Motivation and Attitude, Study Aid/Note-taking, Time Management, Test Strategies, and Writing Skills. Hierarchical regression showed that Time Management, Study Aid/Note-taking, and Information Processing were significant predictors of concentration, collectively explaining over half of its variance. Test Strategies, Motivation and Attitude, and Writing Skills were not significant. These findings emphasise the importance of organisational and cognitive strategies in maintaining attention during learning. They have implications for higher education teaching, especially the development of targeted workshops on time management, note-taking, and deep information processing, to foster enhanced student engagement and academic success. The limitations of the cross-sectional and self-report methods are acknowledged, with suggestions for future longitudinal and experimental research.

The Bologna Process envisioned the idea of the development of transversal skills in the course of higher education. Recent research on education acknowledges the fact that higher education including university studies is already facing the turn towards inclusive transversal skills development. The current research focuses on the development of student transversal skills in university studies. It is aimed at the investigation of the phenomenon of the development of student transversal skills in university studies. The objective of higher education covers more than simply employability of graduates although employment outcomes are important. Higher education is a versatile process, which provides students with the possibilities to develop their knowledge, skills, attitudes in order to enable them to actively participate in the wider society by being involved in active citizenship and successful professional careers. Our research reveals that the development of transversal skills depends on both internal personal characteristics and external social factors including colleague influence, exchanging ideas and also institutional impact. The research participants also reveal their perception that their transversal skills are substantially improved on their university studies; however, they also stress their perceived needs for developing certain transversal skills which are necessary in professional work life, such as communication and foreign languages, ability to apply innovations and creativity, analytical skills and critical thinking, learning to learn and time management.

Language skills, study skills, argument skills and the skills associated with dispute resolution are vital to every law student, professional lawyer and academic. The 5th edition of Learning Legal Skills and Reasoning draws on a range of areas of law to show how these key skills can be learnt and mastered, bridging the gap between substantive legal subjects and the skills required to become a successful law student. The book is split into four sections: Sources of law: Including domestic, European and international law. Working with the law: Featuring advice on how to find and understand the most appropriate legislation and cases. Applying your research: How to construct a legal argument, answer a problem question and present orally (mooting). Skills for solving disputes: From negotiation to mediation and beyond. Packed full of practical examples and diagrams to illustrate each legal skill, this new edition has been fully updated and now includes a new chapter on drafting. It will be an essential companion for any student wishing to acquire the legal skills necessary to become a successful law student.

This article addresses factors associated with student success in online psychology courses. Prior to beginning an online course, students completed measures of self-discipline and motivation, time commitment, study skills, preference for text-based learning, access to technology, and technology experience. Schrum and Hong (2002) proposed that these student characteristics predict online course success. I used scores on these factors to predict student performance in online introductory psychology and online human growth and development courses. Self-discipline and motivation was the only factor predictive of online psychology course success. My results contradict the model proposed by Schrum and Hong but are consistent with research on the role of motivation in success.

Student success data from students enrolled in an undergraduate anatomy and Physiology (A&P) course at the University of Wisconsin-La Crosse indicated that student performance closely correlated with the number of prior completed university semesters. Based on this data we hypothesized that some students may have gained (or use) study skills that may have contributed to their success. Students at the end of the term were asked to provide recommendations to future A &P students on how to be successful in the course. A total of 408 recommendations from 68 students were received and underwent inductive and then deductive coding. More than 50% of respondents encouraged group studying and frequent engagement with material. The ranked and coded list of recommendations was then provided to the entering student at the start of the new term. Entering students were subsequently polled to gauge perceptions/reactions to this information. 91% of entering A&P students (n = 73) responded that they valued receiving study recommendations at the start of the term 59% of which said they preferred having that information come from former students rather than the faculty. Following the 1st lecture examination these students completed an Ink Shedding activity in which they shared exam studying strategies with their peers. Of the 62 participants 80% both found the activity helpful and recommended it be incorporated into future semesters. Collectively this data supports the perceived value of offering study skill resources to upper division A&P students and a positive reaction to peer guidance. Student performance improved on embedded course assessments. This information has been used to further develop peer mentoring programs and resource collaboration within the A&P lecture and laboratory curriculum. This research was supported by a UWL FY2023 Course Improvement Grant and a University of Wisconsin System IDEAS Alliance Curriculum Reform Grant. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Student difficulties with the transition to writing in higher education are well documented whether from a ‘study skills’, an ‘academic socialisation’ or an ‘academic literacies’ perspective. In order to more closely examine the challenges faced by students from widening participation backgrounds and diverse routes into undergraduate study, this project focuses on first-year undergraduate experiences of developing academic literacies on an Education Studies programme at one university in England. It highlights the impact of different support and guidance within and beyond their degree programme where attempts to embed academic literacy development are part of subject modules. The paper reports the findings generated using a mixed methods interpretive approach. Questionnaires were collected at the beginning (n = 48) and end of the students’ first year (n = 44), and interviews and visual data collection methods (n =19) were used at the mid-point of the academic year. Key findings highlight students’ expectations of achievement on entry to university and the influence of the emotional journey of students as they begin to make progress as academic writers. Identifying, selecting and applying academic reading were an enduring concern whilst some students struggled with the digital literacy implicit in undergraduate work. Importantly, some strategies developed to support student transition to academic writing in higher education may have unintended consequences as they progress through the first year.

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.

Teachers have only recently considered how study skills support in higher education (HE) can be delivered in a way that encourages experiential learning. This paper aims to substantiate, or otherwise, the idea that a carefully developed initiative can encourage the experiential learning of study skills. In addition, it considers whether such an approach might also allow student access to some of the higher-level study skills required for successful university study. Focus group data were used to evaluate a module delivered to sports students at a post-1992 university in the UK. This data suggested that the module facilitated learning in each stage of Kolb's experiential learning cycle. Moreover, there was evidence that the module encouraged students to undertake an ‘epistemological shift’ in which they moved from seeing knowledge as a set of uncontested facts to seeing it as something that they are expected to question and contribute to themselves.

Previous studies have shown that the phonological deficits that characterise dyslexia persist into adulthood. There is a growing number of dyslexic students in higher education for whom sensitive diagnostic tests of their reading and reading related difficulties are required. The main aim of this study was to compare the cognitive skills of dyslexic students with those of their non-dyslexic peers, and to ascertain the impact of cognitive difficulties on their study skills. A second aim was to produce guidelines for the assessment of dyslexia in higher education. The performance of 23 dyslexic students was compared with that of a comparison group of 50 students from the same university who did not report a history of reading difficulty. Participants completed standardised tests of IQ, reading, spelling and arithmetic and tests tapping phonological processing, verbal fluency and speed of processing. Their performance on a set of study-related tasks including proof reading and précis writing was also assessed and they completed the Brown ADD scales. Although dyslexic students did not differ in general cognitive ability from controls, they had deficits in reading and reading related phonological processes. Discriminant function analyses indicated that dyslexia in adulthood can be confirmed with 95% accuracy using only four tests: spelling, nonword reading, digit span and writing speed. The study highlighted the difficulties of dyslexic adults. The persisting difficulties of dyslexic students that affect their study skills need to be recognised by HE institutions so that appropriate support programmes can be put in place.

Examines the effects of a three‐year mentoring programme on the academic achievement of high ability year 13 students at a New Zealand high school. The programme’s purpose was to improve the academic results in the university bursary examination. The study covered a period of six years. The programme matched each selected student with a staff member in a flexible mentoring arrangement which focused on generic skills such as study skills, goal setting and time management. Protégés and mentors felt that the programme was enjoyable and successful. Protégés felt that they gained from the skills they were taught. Statistical analysis indicates that the programme did not have a measurable effect on the academic achievement of the mentored students. Reasons for this and implications for programmes of this kind are discussed.