D IAGNOSING AND P REDICTING S TUDENT L EARNING O UTCOMES : R ESULTS OF L EARNING AND S TUDY S...
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![Page 1: D IAGNOSING AND P REDICTING S TUDENT L EARNING O UTCOMES : R ESULTS OF L EARNING AND S TUDY S TRATEGIES I NVENTORY (LASSI) George R. Dawkins, Ph.D. Vice-Principal:](https://reader035.fdocuments.net/reader035/viewer/2022062516/56649da55503460f94a90944/html5/thumbnails/1.jpg)
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DIAGNOSING AND PREDICTING STUDENT LEARNING OUTCOMES: RESULTS OF LEARNING AND STUDY STRATEGIES INVENTORY (LASSI)
George R. Dawkins, Ph.D.Vice-Principal: Academic Affairs & Research Shortwood Teachers’ College
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OBJECTIVES
Findings of an action research study: 1. Learn about a diagnostic tool for
assessing students’ learning and study skills
2. Provide learners with critical data regarding their strengths and weaknesses in learning and study skills
3. Developing customized learning intervention plan for learners
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NEED FOR THE STUDY
Develop students’ learning profile
Analyze students’ strengths and weaknesses
Assess and monitor students’ ability to self-regulate their learning
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NEED FOR THE STUDY
Develop meta-cognition and self-regulated thinking skills
A plan to improve student outcomes
Prediction of student achievement
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BENEFITS OF LEARNING AND STUDY STRATEGIES INVENTORY (LASSI)
A screening measure to help students develop greater awareness of their learning strengths and weaknesses;
A diagnostic measure to help identify areas in which students could benefit from most educational interventions;
A basis for planning individual prescriptions for remediation and enrichment;
A means for examining individual students’ scores and class trends to help them decide where to place the greatest emphasis for types and nature of assessment and class activities;
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BENEFITS OF LASSI
A pre-post achievement measure for students participating in programmes or courses focusing on learning strategies and study skills;
An evaluation tool to assess the degree of success of intervention courses or programs; and
An advising/counseling tool for college orientation programs, advisors, developmental education programs, learning assistance programs, and learning centers.
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STUDY’S METHODOLOGY
Design: Applied Survey study
Sample Decisions:43 fourth years
(2011)31 third years (2014)
Purposive sampling 10 students participated
in Intervention
No Department Number
1 Language Arts 15
2 History/Geo/SS 8
3 Modern Languages
12
4 Early Childhood 25
5 Math 8
6 Religious Ed. 6
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RESEARCH QUESTIONS
1. In what categories of the LASSI inventory did students demonstrate strength?
2. In what categories of the LASSI inventory did students demonstrate weakness?
3. How well did the intervention plan work for selected students?
4. Is there a statistically significant correlation between students overall LASSI score and their final GPA?
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INSTRUMENTSource: Claire Weinstein & David Palmer (2002)
No. of Questions = 80Five-point scale Likert scaleTen categories each with 8 questions
Total possible for each category is 40
Validity and reliability >0.71Normed
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INTERVENTION PLAN
Selected 10 students who indicated weaknesses based on profileTime managementAnxiety and worry ConcentrationSelf-testing and reviewing
Were willing to attend a study group meeting once per month
Profiles were examined and Sessions included training, counseling,
motivational talks
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GPA CHANGE OF TREATMENT GROUP
A
B
C
D
E
F
G
H
I
J
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
year 3 GPAyear 1 GPA
GPA
STUDENTS
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LASSI 10 SKILLS CATEGORIES
1. (ATT) Attitude towards studying and motivation for success
2. (MOT) Motivation, diligence, self-discipline, and willingness to work hard
3. (TMT) Use of time management principles for academic tasks
4. (ANX) Anxiety and worry about school performance
5. (CON) Concentration and attention to academic tasks
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LASSI 10 SKILLS CATEGORIES (CONT’D)
6. (INP) Information processing, acquiring knowledge, and reasoning
7. (SMI) Selecting main ideas and recognizing important information
8. (STA) Use of support techniques and materials
9. (SFT) Self-testing, reviewing, and preparing for classes
10. (TST) Test strategies and preparing for tests
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EXAMPLES OF SKILL CATEGORIES
Information Processing Scale assesses: How well students’ can use imagery, verbal
elaboration, organization strategies, and reasoning skills as learning strategies to help learn new information and skills and to build bridges between what they already know and what they are trying to learn and remember.Do students try to summarize or
paraphrase their class reading assignments?
Do they try to relate what is being presented in class to their prior knowledge?
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EXAMPLES OF SKILL CATEGORIES
Anxiety Scale assesses the degree to which:
students worry about school and their academic performance.Do students worry so much that it
is hard for them to concentrate?Are they easily discouraged by low
grades?
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EXAMPLES OF SKILL CATEGORIES
Attitude Scale assesses students’ attitudes and interests in college and achieving academic success:How clear are students about their
owneducational goals?Is school really important or
worthwhileto them?
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EXAMPLES OF SKILL CATEGORIES
Motivation Scale assesses students’ diligence, self-discipline, and willingness to exert the effort necessary to successfully complete academic requirements.Do students stay up-to-date in
class assignments?Do they easily “give up” in
difficult classes
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LASSI (CATEGORY MEANS): 40-POINT SCALE
Anxiety & worry
Attitude & Interest
Concentration
Information Processing
Motivation
Self-Testing & Reviewing
Selecting main ideas
Support Techniques
Time Management
Test Strategies
0 5 10 15 20 25 30 35
25.8
32.5
29.4
32.2
32.3
27
31
27.6
25
29.3
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PERCENTILE RANKING
ANX ATT CON INP MOT SFT SMI STA TMT TST0
10
20
30
40
50
60
70
80
50
40
60
75
50
65 6560
4045
Variables
Ranking
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INTERPRETATION
A percentile indicates the portion of a national sample of students who score at or below a particular score
E.G. The score of 33 on ATT is beside the 40th percentile ; that means that 40% of the students in a national sample scored 33 or lower while 60% of the students scored 33 or higher.
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INTERPRETATION
> than 75th percentile indicates an area of relative strength
Any score between 50th and 75th percentile levels indicates an area where you may need to improve strategies and skills
Any score below the 50th percentile level indicates an area of relative weakness
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CORRELATION ANALYSIS
LASSI and GPA = 0.767** Statistically significant at 0.01 level 1% change that correlation r occurred by
chance or random error. 58.9% of variance (error) explained in GPA as
predicted by LASSI score
Model Summary
.767a .589 .579 .28237Model1
R R SquareAdjus tedR Square
Std. Error ofthe Es timate
Predic tors : (Cons tant), Total LASSI Scorea.
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SCATTER PLOT: LINE OF BEST FIT
200.00 220.00 240.00 260.00 280.00 300.00 320.00 340.00
Total LASSI Score
2.00
2.50
3.00
3.50
4.00S
tud
en
ts' G
PA
R Sq Linear = 0.589
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CONCLUSIONS
1. Moderately high positive correlation between Students’ overall LASSI score and their final GPA
2. Regression model indicates a fairly good prediction equation for predicting students’ GPA based on their LASSI scores
3. Intervention plan worked by improving students GPA scores
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RECOMMENDATIONS: LOW SCORES ON INVENTORY
Scale Suggestions
Attitude Work on higher level goal setting and reassess how school fits into your future
Motivation Work on goal setting for individual tasks and assignments
Time Management
Learn how to create a schedule and to deal with distractions, competing goals, and procrastination
Anxiety Learn techniques for coping with anxiety and reducing worry so you can focus on the task and not on anxiety
Concentration Learn techniques to enhance concentration and set priorities by focusing attention on the task at hand and eliminating interfering thoughts, emotions, feelings, and situations
Information Processing
Learn methods that you can use to help add meaning and organization to what you are trying to learn
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RECOMMENDATIONS: LOW SCORES ON INVENTORY
Scale Suggestions
Selecting Main Ideas
Learn more about how to identify important information so that you can focus attention and information processing strategies on appropriate material
Study Aids Learn more about the types of study aids provided in educational materials and how you can create your own aids
Self Testing
Learn more about the importance of self-testing and need to learn specific methods to review school material and to monitor your comprehension
Test Strategies
Learn more about how to prepare for tests, how to create a plan of attack for taking a test, the characteristics of different types of tests and test items, and how to reason through to an answer