Identifying discipline-based study skills: A preliminary needs analysis
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Date
2018
DOI
Open Access Location
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Adam House Press
Rights
Abstract
As undergraduate students begin their first year of study, they are expected to possess a set of transferable study skills. Teaching and learning support staff are typically called upon to provide assistance, through institution-wide skills workshops, for students in need of further skills development. An alternative approach is the movement towards embedding study skills within the curriculum to better address the specific study skill needs of each disciplinary community. This study used survey data from 191 students, collaboration with academic staff, and classroom observations as a means of conducting a preliminary needs analysis of students’ study skills in three, first-year undergraduate courses. A hierarchical regression analysis revealed particular study variables (i.e., tutorial attendance, comprehending readings, integrating knowledge sources into writing) were significant predictors of final term grades. The findings of this study may assist academic departments who wish to embed study skill support within their undergraduate courses.
Description
Keywords
Attendance, Discipline-based, Feedback, First-year undergraduates, Transferable study skills, Undergraduate students
Citation
International Journal of Pedagogies and Learning, 2018, 2018, 13 (1), pp. 47 - 60