Assessing Students' LASSI Performance
Start Date
15-4-2021 3:30 PM
End Date
15-4-2021 4:30 PM
Student's Major
Psychology
Student's College
Social and Behavioral Sciences
Mentor's Name
Karla Lassonde
Mentor's Department
Psychology
Mentor's College
Social and Behavioral Sciences
Description
In college it is crucial for students to know how to learn effectively to succeed. According to The Learning and Study Strategies Inventory (LASSI), there are 3 major components of successful learning: Skill (Information Processing, Selecting Main Ideas, and Test Strategies), Will (Attitude, Motivation, and Anxiety), and Self-regulation (Concentration, Time Management, Self-testing, Using Academic Resources). The purpose of our study was to identify how MSU, Mankato students who were taking a college psychology class on science learning, would perform on the LASSI components. Students completed the LASSI inventory at two separate times during the semester; once at the beginning and then again at the end. During the rest of the semester, these students were taught strategies for effective learning and completed prescriptions, which were computer-based training sessions on the LASSI skills they wanted to improve upon. Analyses of pre and post assessment along with self-reporting about the course revealed that students needed, and personally desired, more training and awareness in the self-regulation component of learning. Most students, after learning more about their learning, reported that they wanted to work on their time management skills specifically. Overall students self-reported the value of skills gained from both the course and the LASSI inventory.
Assessing Students' LASSI Performance
In college it is crucial for students to know how to learn effectively to succeed. According to The Learning and Study Strategies Inventory (LASSI), there are 3 major components of successful learning: Skill (Information Processing, Selecting Main Ideas, and Test Strategies), Will (Attitude, Motivation, and Anxiety), and Self-regulation (Concentration, Time Management, Self-testing, Using Academic Resources). The purpose of our study was to identify how MSU, Mankato students who were taking a college psychology class on science learning, would perform on the LASSI components. Students completed the LASSI inventory at two separate times during the semester; once at the beginning and then again at the end. During the rest of the semester, these students were taught strategies for effective learning and completed prescriptions, which were computer-based training sessions on the LASSI skills they wanted to improve upon. Analyses of pre and post assessment along with self-reporting about the course revealed that students needed, and personally desired, more training and awareness in the self-regulation component of learning. Most students, after learning more about their learning, reported that they wanted to work on their time management skills specifically. Overall students self-reported the value of skills gained from both the course and the LASSI inventory.
