The influence of learning and study strategies inventory on the success of engineering students at a South African University of Technology

Abstract

This article reports on a study investigating the relationship between university students’ self-reported use and application of learning and study strategies and student success indicators (timeframe and student type, namely low-performing, average-performing, or high-performing). Participants were 1 439 engineering students enrolled for academic studies at a South African University of Technology (UoT). Data were collected using the Learning and Study Strategies Inventory (LASSI) and academic performance data, obtained via the university’s student management information system. The LASSI provides diagnostic information about students’ self-perception regarding their study skills and learning orientations, assists educators in designing interventions for students to improve their skills, and aids in predicting academic achievement. Researchers have questioned the long-term correlation between LASSI scores and academic performance. Our results confirm that time spent in the tertiary environment and student type (low-, average- or high-performing) should be considered when using LASSI as a diagnostic tool. The usefulness of using the Credit Accumulation Rate (CAR), a measure that combines time spent in the tertiary environment and academic performance, is introduced and explored. Some novel trends emerged by investigating the relationships between CAR and LASSI scores. Based on our results, we make recommendations for identifying students at risk for academic failure and propose avenues for further research.