Differences in Learning and Study Strategies Inventory Scores Between Chiropractic Students With Lower and Higher Grade Point Averages*

Abstract

Purpose: This pilot study was designed to investigate the relationship between chiropractic students' learning and study strategies and academic performance. Differences in strategic learning between chiropractic students with higher grade points averages (GPAs) and those with lower GPAs have not been previously reported. Methods: Fifty-seven consenting first-trimester chiropractic students self-administered the Learning and Study Strategies Inventory (LASSI). Differences between high and low GPA groups were evaluated for 10 subtests and three factors using independent samples t-tests. Results: The high GPA group scored significantly higher (p < .05) on LASSI subtests Anxiety, Attitude, Concentration, Motivation, Test Strategies, and Selecting Main Ideas, and on factors Effort-Related Activities and Goal Orientation. No differences between groups were found for subtests Information Processing, Self-Testing, Study Aids, and Time Management or for the Cognitive Activities factor. Conclusions: The results of this study show that differences in LASSI subtest and factor scores are associated with academic performance. For the participants studied, motivational and affective aspects of strategic learning contributed to higher academic performance, whereas cognitive strategies did not. Higher performing students utilized Effort-Related and Goal Orientation learning strategies at significantly higher levels than lower performing students. The LASSI may be useful in identifying students who could benefit from learning and study skills development. Longitudinal study is recommended to investigate the effects of students' learning and study strategies on different academic content domains as well as the effects of strategic study and learning skills training on academic performance. ( INTRODUCTIONAcademic success in higher education may be affected by many variables such as student ability, academic load, quality of instruction, prior education, and nonschool responsibilities.1 Learning and study strategies, which are students' characteristic ways of approaching a learning task, including "thoughts, behaviors, attitudes, motivation, and beliefs related to successful learning in higher education," may also affect academic success.1 Understanding the relationship between learning and study strategies and academic performance could help identify barriers to learning and create interventions to improve students' learning experiences.Examining the cognitive processes, behaviors, attitudes, and motivations that contribute to strategic learning is important for improving the student learning process, curricular planning, and designing effective, performance-enhancing educational interventions. To date, few studies have focused on strategic learning in graduate health care education, with only one study performed in chiropractic education. 2 The current study investigates this understudied area. The focus of this pilot study is the relationship between academic performance and study and learning strategies including ability to co...

Assessment of Learning and Study Strategies of University Students in Qatar Using an Arabic Translation of the Learning and Study Strategies Inventory

“…Indeed, there were statistically signifi cant diff erences between higher and lower achieving students in their learning and study strategies. For the participants in this study, scale scores for Anxiety, Attitude, Motivation, Concentration, Selecting Main Ideas, and Test Strategies were signifi cantly higher for the higher group students, which agrees with the study of chiropractic college students ( Schutz, et al ., 2011 ). Prevatt, Petscher, Proctor, Hurst, and Adams (2006 ) compared students with low and high GPAs to identify study skills diffi culties.…”

“…Other studies have investigated the relationship between LASSI scale scores and academic performance in healthcare graduate students. This research by Schutz, Gallagher, and Tepe (2011 ) divided a sample of chiropractic students into high and low GPA groups and found that the high GPA group scored signifi cantly higher on LASSI scales of Anxiety, Attitude, Concentration, Motivation, Test Strategies, and Selecting Main Ideas. Sleight and Mavis (2006 ) divided second-year medical students into low, medium, and high cohorts based on Medical College Admission Test (MCAT) scores.…”

Correlation between academic performance and NBCE part I scores at a chiropractic college

“…Entry GPA was not the major determinant of a student's academic success as noted in other studies. [2][3][4][5] Such consistent trends evident in most institutions of higher learning tend to point to each enrolling institution to cultivate enrolled students into competent and polished doctors at the end of the curriculum to meet the demanding needs of the public. The majority of participants in our study had been encouraged to keep up with their studies right from the time of admission.…”

“…More current research in chiropractic and other health fields support the view that a high pre-accumulative GPA is a good predictor of one's academic success. [2][3][4][5] Whereas some studies show that students with a higher entry GPA tend to perform better, others show the contrary. Abedi studied the correlation between graduate academic success and undergraduate academic performance and concluded that undergraduate GPA did not have any relationship with graduate academic success.…”

Test anxiety and academic performance in chiropractic students*

“…19,20 Although we found no systematic studies relating anxiety and test performance in chiropractic students, the existence of substantial anxiety in chiropractic students is widely recognized. 21,22 To our knowledge, this is the first systematic study to examine test anxiety and performance in chiropractic students.…”