Learning and Study Strategies among First-Year Students at a South African University: A Mixed Methods Study

Autor/in	Mason, Henry D.
Titel	Learning and Study Strategies among First-Year Students at a South African University: A Mixed Methods Study
Quelle	In: Africa Education Review, 15 (2018) 4, S.118-134 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mason, Henry D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1224595
Schlagwörter	Foreign Countries; College Freshmen; Learning Strategies; Study Skills; Measures (Individuals); Test Wiseness; Time Management; Stress Management; South Africa; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studientechnik; Messdaten; Zeitmanagement; Stressmanagement; Stressbewältigung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	South African higher education is plagued by low academic success rates. Academic development and support units can play an important role in addressing low academic success rates by assisting students in developing appropriate learning and study strategies. Limited information is available on students' learning and study strategy profiles and their needs regarding intervention programmes. This article reports on a mixed methods study that investigated learning and study strategies among a sample of first-year students enrolled at a South African university. Quantitative data, collected using the Learning and Study Strategies Inventory (LASSI) from a sample of first-year students, pointed to an urgent need for learning and study strategy intervention programmes to be provided. The qualitative data offered a more in-depth understanding of participants' needs regarding learning and study strategy intervention programmes. Implications for practice and avenues for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01