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Full-Text Articles in Education
Stable Or Unstable Associations Between Learning Environment Factors, Study Approaches And Exam Grades: Cross-Sectional Analyses Across Two Consecutive Program Years, Jenny Solveig Mygland, Gry Mørk, Linda Stigen, Astrid Gramstad, Trine Alise A. Magne, Tore Bonsaksen
Stable Or Unstable Associations Between Learning Environment Factors, Study Approaches And Exam Grades: Cross-Sectional Analyses Across Two Consecutive Program Years, Jenny Solveig Mygland, Gry Mørk, Linda Stigen, Astrid Gramstad, Trine Alise A. Magne, Tore Bonsaksen
Journal of Occupational Therapy Education
Studies into the relationships between learning environment perceptions, approaches to studying, and academic outcomes have largely followed cross-sectional designs. As a result, knowledge is sparse with regards to whether, or to what degree, the established associations are consistent across years of study. This study aimed to (i) examine associations between occupational therapy students’ academic performance, their approaches to studying and perceptions of the learning environment, while in their second and third years of study, and (ii) evaluate the consistency of the results across years of study. Occupational therapy students in Norway were assessed annually with regards to their perceptions of …
Associations Between Occupational Therapy Students’ Approaches To Studying And Their Academic Grade Results: A Cross-Sectional And Cross-Cultural Study, Tore Bonsaksen, Ted Brown, Hua B. Lim, Kenneth Fong, Milada C. Småstuen
Associations Between Occupational Therapy Students’ Approaches To Studying And Their Academic Grade Results: A Cross-Sectional And Cross-Cultural Study, Tore Bonsaksen, Ted Brown, Hua B. Lim, Kenneth Fong, Milada C. Småstuen
Journal of Occupational Therapy Education
Students’ approaches to studying are generally viewed as essential for their learning outcomes and are often described as being either deep, strategic or surface. However, research on associations between study approaches and academic outcomes among occupational therapy students are rare, as are studies that include cross-cultural comparisons. The objective of this study was to assess the degree to which the deep, strategic, and surface approaches to studying were associated with occupational therapy students’ grade point average, in the total sample and when stratified by country, while controlling for age, gender and time spent on independent study. Seven hundred and twelve …
Learning Strategies And Academic Difficulty In Occupational And Physical Therapy Online Education, Evan M. Pucillo, Erica Kiernan, Mary P. Shotwell, Jackie Crossen-Sills
Learning Strategies And Academic Difficulty In Occupational And Physical Therapy Online Education, Evan M. Pucillo, Erica Kiernan, Mary P. Shotwell, Jackie Crossen-Sills
Journal of Occupational Therapy Education
As occupational therapy (OT) and physical therapy (PT) programs expand across the United States to address a shortage in the health workforce there is a limited understanding of the relationship between learning strategies and academic success in these professions. The purpose of this study was to explore the Learning and Study Strategies Inventory (LASSI) in relation to hybrid-online clinical neuroscience course outcomes in OT and PT students. Thirty-four students (n=14 OT; n=20 PT) self-administered the LASSI during the spring of 2019. The scales of Information Processing (r = -0.43; p<0.01), Self-Testing (r = -0.36; p<0.05), and Test Strategies (r = 0.32; p<0.05) displayed modest statistically significant relationships to final neuroscience grade and cumulative professional grade point average (r = -0.43; p<0.01), (r = -0.30; p<0.05), (r = 0.29; p<0.05), respectively. Some scales of the LASSI appeared to be modestly related to academic difficulty in this sample, however scales were not significantly related to academic achievement. Students who scored highly on the LASSI scale of Test Strategies tended to have higher course performance compared to their peers. Students who rely on certain learning strategies may be at risk for academic difficulty in hybrid-online coursework. Those who scored highly on the LASSI scales of Information Processing and Self-testing tended to have lower course performance compared to their peers. The LASSI may provide OT and PT students a better understanding of learning and study strategies that are related to academic difficulty in online learning.