Learning and Study Strategies Inventory Scores and Academic Performance of Occupational Therapy Students

PURPOSE AND BACKGROUND: The purpose of this study was to investigate the relationship between academic achievement as measured by grade point average (GPA) and Learning and Study Strategies Inventory (LASSI) scores. In addition to providing information about students’ use of study strategies and diagnostic information related to self-perceptions of study skills and learning techniques, the LASSI can be used to help predict academic achievement (Flowers, 2003). Prior research has suggested a strong correlation between learning and study strategies and levels of academic achievement. However, previous study outcomes vary regarding which specific learning and study strategies are the most effective for academic achievement (Yip & Chung, 2005).

METHOD: This study used a correlational research design. The participants were junior occupational therapy students in two different cohorts. Participants were instructed to self-administer the LASSI electronically during their first semester of the occupational therapy program. GPA data from participants’ first semester were collected. Pearson product–moment correlation coefficients were used to examine the association between the two variables.

RESULTS: Moderate positive correlations were found between academic performance and the Anxiety, Selecting Main Ideas, and Test Strategies subscales of the LASSI. Selecting Main Ideas involves focusing on critical information when studying, and Test Strategies involve techniques for preparing for and taking tests. Higher scores indicate that the skills are being used effectively when learning, studying, and taking tests. Academic performance was not correlated with the Attitude, Information Processing, Self-Testing, Study Aids, Time Management, Concentration, or Motivation subscales.

CONCLUSION: The results of this study can be used to guide occupational therapy educators in improving occupational therapy curricula and enrichment programs.

References

Alkhateeb, H. M., & Nasser, R. (2014). Assessment of learning and study strategies of university students in Qatar using an Arabic translation of the Learning and Study Strategies Inventory. Psychological Reports, 114, 947–965. https://doi.org/10.2466/11.03.PR0.114k26w3

Cano, F. (2006). An in-depth analysis of the Learning and Study Strategies Inventory (LASSI). Educational and Psychological Measurement, 66, 1023–1038. https://doi.org/10.1177/0013164406288167

Flowers, L. A. (2003). Test–retest reliability of the Learning and Study Strategies Inventory (LASSI): New evidence. Reading Research and Instruction, 43, 31–46. https://doi.org/10.1080/19388070309558399

Yip, M. C. W., & Chung, O. L. L. (2005). Relationship of study strategies and academic performance in different learning phases of higher education in Hong Kong. Educational Research and Evaluation, 11, 61–70. https://doi.org/10.1080/13803610500110414