ERG SES C 08, Secondary Education
This paper focuses on the implementation of a Study Skills Training Program (SSTP) in K15 to K18 students and in the analysis of its impact on testing performance. It describes the implementation of an intervention program built among the application of a study skills, test-taking skills included, training program distributed along a school-year length period.
This study has four main goals: (i) to know high school student’s perceptions concerning their daily study skills and test-taking skills; (ii) to implement SSTP within the same population; (iii) to assess the impact of SSTP in students test scores and (iv) to evaluate the SSTP impact on the daily students learning and test-taking preparation. The SSTP attempts to guide students on: (i) adopting the most effective learning techniques; (ii) planning specific goals and tasks during test studying; (iii) managing their study time; (iv) enhancing their study using the best study skills and (v) using worthwhile test taking tricks and memory tips.
The European Commission’s Cedefop glossary (Cedefop, 2008) defines a skill as the ability to perform tasks and solve problems. According to OECD (2015), all students should leave education systems with skills that contribute to their easy employability, so it is important to identify students with the lowest skills and thus the most at risk of failure, and therefore they should benefit specific support from schools. Reynolds and Werner (1993) defend that learning skills are the constituents of learning strategy that include the skills of reading, writing, finding and organizing information, while learning strategy refers to the process of selecting and organizing the skills of the learner. Likewise, some researchers assert that the key components required for successful learning are to develop learning/memory techniques, learn the study strategies, use the skills related to reading (e.g. SQ3R method), write essays, take notes and make outlines and learn how to manage time (Fender-Scarr et al., 2003; Wooten, 2000). Dunlosky et al (2013) consider the importance of students to adopt effective learning techniques that improve their school achievements. Motevalli et al (2013) consider that only students who use the study skills and have learned to become independent are motivated to pursue their studies at higher institutions and consequently, become potentially prepared to take up responsibility for learning and its results. The Council of the European Union developed the Europe 2020 growth strategy, which seeks to promote smart, sustainable, and inclusive growth. According to EU (2012) it is defended the need to prepare European citizens to be motivated and self- sustained learners able to contribute to promoting sustainable economic growth and social cohesion over a long period. Therefore, it is crucial that schools in 21th century develop study skills strategies in their students to prepare them to a future employment.
Cedefop (2008).Terminology of European education and training policy. A selection of 100 key terms. Luxembourg: Office for Official Publications of the European Communities Dunlosky, J et al (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology Psychological Science in the Public Interest 14(1) 4– 58. EU (2012). Council conclusions of 26 November 2012 on education and training in Europe 2020 — the contribution of education and training to economic recovery, growth and jobs. The Council of the European Union. Official Journal of the European union. (2012/C 393/02). http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0005:0007:EN:PDF Fender-Scarr, L., MacCracken, M. J., Stadulis, R., Caine, N., Gandee, R., Schofman, G.,Maddox, K. (2003). A Children's Version of the Social Physique Anxiety Scale. Motevalli, S et al (2013). New Study Skills Training Intervention for Students Who Suffer from Test Anxiety. Asian Social Science; Vol. 9, No. 7. Canadian Center of Science and Education. http://dx.doi.org/10.5539/ass.v9n7p85 OECD (2015), OECD Skills Outlook 2015: Youth, Skills and Employability, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264234178-en Reynolds, J., & Werner, S. C. (1993). An alternative paradigm for college reading and study skills courses. Journal of Reading, 272-278. Wooten, D. B. (2000). Qualitative Steps toward an Expanded Model of Anxiety in Gift‐Giving. Journal of Consumer Research, 27(1), 84-95. http://dx.doi.org/10.1086/314310.
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