A valiant little terminal: A VLT user's manual

Weinstein, Alejandro

doi:10.2172/6274916

Cited by 9 publications

(16 citation statements)

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“…The LASSI [8] was designed in 1987, after nine years of development at the University of Texas at Austin, as a means to measure students' study and learning strategies and methods. The tool consists of ten scales, each measuring a different learning component.…”

Section: The Study the Lassi Measurementmentioning

confidence: 99%

Learning Styles and Asynchronous Learning: Comparing the LASSI Model to Class Performance

Loomis

2019

OLJ

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This study investigated the relationship between students’ individual study and learning styles with their performances in an online Research Methods class. At the beginning of the semester the Learning and Study Strategies Inventory (LASSI) measured each student’s study and learning styles on ten scales.The students’ LASSI scores were later correlated to their total class points, and grades on exams, projects, and assignments. Five of the LASSI scales had significant correlations with at least one aspect of the course assessment. The strongest correlation was found between time management skills and the final grade. The ability to effectively use study aids was significant in the students’ performance on the final grade, the final exam and all activities outside exams (journal reportsand chapter assignments).

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Section: The Study the Lassi Measurementmentioning

confidence: 99%

Learning Styles and Asynchronous Learning: Comparing the LASSI Model to Class Performance

Loomis

2019

OLJ

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“…In addition to English proficiency, we perceive learning competence as another key decisive determinant of students' academic achievements. Ning and Downing [49] measured learning competence using the Learning and Study Strategies Inventory (LASSI, Weinstein and Palmer [50]), and found a positive relationship between academic performance and learning competence. Students are motivated to change their learning strategy to address difficulties in the L2 environment.…”

Section: Learning Competencementioning

confidence: 99%

Does Bilingual Instruction Impact Students’ Academic Performance in Content-Based Learning? Evidence from Business School Students Attending Bilingual and L1 Courses

Lin

2019

Sustainability

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Despite the rapid adoption of bilingual programs (English–Chinese) in Chinese higher education institutions (HEIs), concerns have been raised about perceived language hindrance to students’ academic comprehension and performance. In response to these concerns, we investigated the effects of bilingual instruction on content-based learning, and provide empirical evidence after testing influential factors in bilingual environments. Analyzing a sample of 498 undergraduate students enrolled in a fundamental business course at a sample university in China, we found insignificant statistical differences in the students’ academic performance between bilingual and L1 (Chinese) classes. We attribute this to the English language support provided by the university, and show that learning competence can help students minimize language barriers and solve common learning problems facing both bilingual and L1 students. Overall, our paper aimed to identify key determinants of students’ academic performance during bilingual instruction, and provide policy implications for developing desirable bilingual programs in HEIs.

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Section: Introductionmentioning

confidence: 99%

“…12 This model is built upon the premise that successful learners exemplify certain skills, opinions, behaviors, and thought patterns and is the basis for the Learning and Study Strategies Inventory (LASSI). 12 The LASSI is a widely utilized instrument for assessing aspects of self-regulated learning in higher education by evaluating students’ learning and study strategies. The LASSI subtests have been shown to be generalizable to different populations in higher education, including undergraduates, 13 pharmacy students, 14 chiropractic students, 15 and medical students.…”

Section: Introductionmentioning

confidence: 99%

Are study strategies related to medical licensing exam performance?

et al. 2014

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Objectives:To examine the relationship between study strategies and performance on a high stakes medical licensing exam entitled the United States Medical Licensing Examination Step 1.Methods:The action research project included seventy nine student participants at the Texas A&M Health Science Center College of Medicine during their pre-clinical education. Data collection included pre-matriculation and matriculation academic performance data, standardized exam data, and the Learning and Study Strategies Instrument. Multiple regression analyses were conducted. For both models, the dependent variable was the Step 1 score, and the independent variables included Medical College Admission Test, Undergraduate Grade Point Average, Year 1 Average, Year 2 Average, Customized National Board of Medical Examiners Average, Comprehensive Basic Science Exam score, and Learning and Study Strategy Instrument sub-scores. Model 2 added Comprehensive Basic Science Self-Assessment average.Results:Concentration (Model 1 - β = .264; Model 2 - β = .254) was the only study strategy correlated with Step 1 performance. The other statistically significant predictors were Customized National Board of Medical Examiners Average (β = .315) and Year 2 Average (β = .280) in Model 1 and Comprehensive Basic Science Self-Assessment Average (β = .338) in Model 2.Conclusions:There does appear to be a relationship between the study strategy concentration and Step 1 licensing exam performance. Teaching students to practice and utilize certain techniques to improve concentration skills when preparing for and taking exams may help improve licensing exam scores.

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A valiant little terminal: A VLT user's manual

Cited by 9 publications

References 0 publications

Learning Styles and Asynchronous Learning: Comparing the LASSI Model to Class Performance

Learning Styles and Asynchronous Learning: Comparing the LASSI Model to Class Performance

Does Bilingual Instruction Impact Students’ Academic Performance in Content-Based Learning? Evidence from Business School Students Attending Bilingual and L1 Courses

Are study strategies related to medical licensing exam performance?

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