Statistical Scoring Algorithm for Learning and Study Skills

This study examines the study skills and the learning styles of university students by using scoring method. The study investigates whether the study skills can be summarized in a single universal score that measures how hard a student works. The sample consists of 418 undergraduate students of an international university. The presented scoring was method adapted from the domain of risk management. The proposed method computes an overall score that represents the study skills, using a linear weighted summation scheme. From among 50 questions regarding to learning and study skills, the 30 highest weighted questions are suggested to be used in the future studies as a learning and study skills inventor. The proposed scoring method and study yield results and insights that can guide educators regarding how they can improve their students’ study skills. The main point drawn from this study is that the students greatly value opportunities for interaction with instructors and peers, cooperative learning and active engagement in lectures.

[1]  Vincent Tinto,et al.  Research and Practice of Student Retention: What Next? , 2006 .

[2]  Student Learning Style Preferences and Undergraduate Academic Performance at two UK Universities , 2003 .

[3]  S. Swift,et al.  Student and tutor perceptions of learning and teaching on a first‐year study skills module in a university computing department , 2011 .

[4]  Burr Settles,et al.  Active Learning , 2012, Synthesis Lectures on Artificial Intelligence and Machine Learning.

[5]  W. Ross Ashby,et al.  Principles of the Self-Organizing System , 1991 .

[6]  Yaacov Petscher,et al.  Study Skills Profiles of Normal-Achieving and Academically-Struggling College Students , 2006 .

[7]  Jennifer L. Tomes,et al.  Studying for success: diaries of students' study behaviours , 2011 .

[8]  Anne Goudvis,et al.  Strategies That Work: Teaching Comprehension to Enhance Understanding. , 2000 .

[9]  J. Goldfinch,et al.  Skills, learning styles and success of first-year undergraduates , 2007 .

[10]  Huy P Phan.  Cognitive processes in university learning: a developmental framework using structural equation modelling. , 2011, The British journal of educational psychology.

[11]  G. Morgan,et al.  The impact of pre-entry study skills training programmes on students' first year experience in health and social care programmes. , 2008, Nurse education in practice.

[12]  Sarath A. Nonis,et al.  Performance of College Students: Impact of Study Time and Study Habits , 2010 .

[13]  Wied Ruijssenaars,et al.  Encyclopedia of the Sciences of Learning , 2012 .

[14]  David Cohn,et al.  Active Learning , 2010, Encyclopedia of Machine Learning.

[15]  Barbara Flood,et al.  A study of accounting students' motives, expectations and preparedness for higher education , 2005 .

[16]  Murat Kaya,et al.  Scoring and Predicting Risk Preferences , 2012 .

[17]  Learning Styles and Effective Learning Habits of University Students: A Case from Turkey , 2011 .

[18]  Mercè Prat-Sala,et al.  The interplay between motivation, self-efficacy, and approaches to studying. , 2010, The British journal of educational psychology.

[19]  John T. E. Richardson,et al.  Investigating the relationship between variations in students' perceptions of their academic environment and variations in study behaviour in distance education. , 2006, The British journal of educational psychology.