(Tiểu luận) an investigation into study skillsamong ibd students i18a

National Economics University International School of Management and Economics AN INVESTIGATION INTO STUDY SKILLS AMONG IBD STUDENTS I18A Group 1: Phạm Yến Nhi (Leader) Hoàng Thị Thanh Thanh Đỗ Uyển Sa Thành Ngọc Trung Nhi Nguyễn Hạnh Duyên Class: I18A5 Instructor: M.A Le Thu Huong Ha Noi, April,2023 ACKNOWLEDGE It would have been a difficult task to complete this project without the support and assistance of many individuals, both directly and indirectly In particular, Ms Le Thu Huong has been a great help to me by providing a wealth of information that I was able to use in completing this course However, as this is my first time taking the course, there may be some mistakes, and I hope everyone will understand Additionally, I am grateful to the 52 friends from the I18A IBD course who took the time to share their valuable information with me Their contributions were instrumental in helping me complete my work In conclusion, I would like to extend my best wishes for good health and success in their chosen careers to everyone involved in this project, including the instructors Table of Contents ACKNOWLEDGE CHAPTER 1: INTRODUCTION Title .4 Background Purposes 4 Research Questions .5 Research methods CHAPTER 2: LITERATURE REVIEW Overview of study skills Different types of study skills .6 The Role of study skills in academic outcomes CHAPTER 3: FINDINGS AND DISCUSSION Some popular study skills among IBD students 1.1 Where IBD students learn study skills 1.2 Time IBD students learn study skills 10 1.3 Some popular study skills that IBD students learn 10 The Importance of study skills for IBD Students 11 2.1 The necessity of learning study skills 11 2.2 The change of IBD students after the study skills program 12 The ways to improve study skills among IBD students 13 3.1 Some drawbacks of study skill programs 13 3.2 The ways which help IBD students Intake 18A improve their study skills 13 CHAPTER 4: CONCLUSION .15 QUESTIONNAIRE 17 REFERENCES .19 CHAPTER 1: INTRODUCTION Title “An investigation into study skills among IBD students I18A” Background The International Bachelor’s Program IBD@NEU is always a great learning environment, an ideal playground for active students With freshmen, when entering a new learning environment, it will be difficult to balance extracurricular activities and learning Therefore, they need the support of specific study skills Study skills are the abilities and strategies that help learners to acquire, retain and apply knowledge effectively They are essential for academic success and lifelong learning Study skills involve various things such as how to organise, manage time, prioritise, analyse, solve problems, and stay motivated These skills are not only useful for students, but also for anyone who wants to improve their personal and professional development Study skills can be learned and improved with practice and guidance Purposes Study skills are the strategies and techniques that students use to learn effectively and efficiently Study skills are important for students because they can help them achieve their academic goals, improve their grades, enhance their confidence, and reduce their stress However, not all students have the same study skills or use them in the same way Different students may have different learning styles, preferences, strengths, and weaknesses Therefore, it is essential for students to identify and develop the study skills that work best for them and suit their individual needs The aim of this research paper is to explore some common study skills for students and to provide practical tips on how to use them effectively in different subjects This paper will also examine the advantages and disadvantages of these study skills, as well as some suggestions for future research Research Questions RQ1: What are popular study skills among IBD students I18A? RQ2: How important are study skills for IBD students I18A? RQ3: How to improve study skills among IBD students I18A? Research methods We decide to use the quantitative and qualitative method:  Quantitative method: We employ a questionnaire survey with 52 respondents from IBD students Intake 18A Fall from 24th to 31 st March 2023 at National Economic University It is designed with 10 questions  Qualitative method: Information from this data is collected from the research literature on study skills on the Internet, books, papers of scholars, articles, and so on CHAPTER 2: LITERATURE REVIEW Overview of study skills Til and Heijden (2009) provide an overview of the essential study abilities necessary to work well inside the problem-based learning system which is a student-centered and collaborative approach to learning Learning new skills is a process that requires selfregulation and feedback At the start of the study program, students may be used to determine which of the many abilities have already been gained and which require more attention by using self-assessment tools or peer evaluation The assessments may get more explicit and concrete as the investigation develops, focusing on the things or components that need to be altered to improve the quality of the learning outcomes and the learning experience Sharing the same view, Cottrell (2006) supposes that as you progress through the phases of your course, your study skills will expand and mature through comprehension, practice, reflection, trial and error, and feedback from others which are all essential components of effective learning People might be astonished at how they are thinking and language abilities improve just by continuing to study and applying what they have learned to different contexts and tasks A smart study technique, on the other hand, may help you get started on the right foot, cut corners, and expedite the learning process by enabling you to plan your time, set your goals, monitor your progress, and evaluate your outcomes In the study of Wingate (2006), the prevalent approach to improving student learning through distinct study skills courses is unproductive, and the word “study skills” itself contains false meanings that are harmful to learning because it implies that study skills are separate from academic content and can be learned in isolation The essential point is that learning how to study efficiently at university cannot be divorced from the topic material and the process of learning because study skills are embedded in the academic practices and disciplines of each subject The role of ‘study skills’ within university skill frameworks and as a component of students’ long-term development is examined through the concepts of academic literacy and academic socialization Different types of study skills According to Contrell (2019), he lists and enumerates different and useful types of academic skills that students need to master to succeed in their studies First, Research Skills Document continues below Discover more from: P_LV4 Project Đại học Kinh tế… 265 documents Go to course W05B - 123123 18 Project 100% (5) ĐỀ CƯƠNG ÔN TẬP PHÁP LUẬT ĐẠI… Project 100% (4) Đề thi gồm câu 29 hỏi : 1.Lựa chọn đún… Project 100% (4) PR innisfree - Nhóm 20 - nhóm mơn pr Project 100% (3) Phân tích thơ Viếng lăng Bác Project 100% (2) W05 - 123 Project 83% (6) consist of searching for information from various sources, reading large amounts of information at speed and identifying the main points, making helpful notes and sorting information for effective use in research papers, and avoiding plagiarism The next type of skill is Thinking Skills which include making decisions based on evidence and logic, critical thinking to evaluate arguments and claims, metacognitive skills to monitor and regulate one’s learning process, problem-solving to find solutions to complex or unfamiliar situations, synthesis to combine different ideas or information into a coherent whole, and memory skill to recall and apply what one has learned In addition, in terms of communication and writing skills, he mentions precision in using language and terminology, subject discipline to follow the conventions and standards of one’s field, clarity of structure to organize one’s ideas and arguments logically, and audience perception to adapt one’s tone and style to suit different readers or listeners Gall (1990) finds that students who possess the following skills well can perform the learning tasks successfully Some of the skills he mentioned are essential for academic achievement and personal growth They include listening and note-taking skills in class, which help students capture and retain important information from lectures; review and testtaking skills, which help students prepare for and perform well on exams; time and selfmanagement skills, which help students organize their schedules and prioritize their tasks; reading skills, which help students understand and analyze various texts; documentation skills, which help students cite their sources correctly and avoid plagiarism; and lastly, writing skills, which help students communicate their ideas clearly and effectively The Role of study skills in academic outcomes Gettinger and Seibert (2002) strongly argue that study skills, or the actions needed to plan and complete school tasks as well as study for and take tests, are important for academic success This idea is often used to describe the features of good students, and it is a main focus of the first-year experience and other academic programs The basic idea of this idea is simple: Academic success depends on behaviors that are directly related to doing well in class In large studies of high school students’ behavior performance, study skills were directly linked to course GPA rather than measured achievement, but course GPA was directly linked to standardized achievement score Many studies have shown a connection between positive academic habits and cumulative GPA Also, there is a lot of evidence that achievement goals and study skills are both related to college success outcomes Regarding this point, the study of Robbins (2004) emphasizes that cognitive-based study strategies are meant to help students to think properly about the information they need to learn Cognitive organizers are useful tools to help students to activate previous knowledge about a topic, organize information during learning, and use schemata to connect keys Cognitive maps let students to show the main ideas and details from text visually, move information cards, and explain the connection among or between content Even though there is a lot of evidence supporting the usefulness of cognitive organizers across different content areas, many students find it limited in classrooms because they need a lot of instructional time and practice before they can make maps quickly In the analysis of Bulent and Aydin (2002), although different researchers have different definitions of study skills, many researchers agree that study skills involve behaviors such as studying for exams, doing homework, reviewing, preparing for presentations and projects, using the library, taking notes, reading, listening, and writing These study skills behaviors are influenced by three factors: motivation, organizational skills, and test preparation Motivation includes desires, wills, actions, stimulations, and interests and is defined as a force that starts, maintains, and guides behavior toward a topic or course This force helps students through the learning process and stops them from doing activities that are not related to the course goals Therefore, motivation is a key factor in students effectively showing their ability Students who are very motivated in the learning process are eager to solve problems and are persistent in their efforts, happy to finish and enjoy their tasks The students who have low motivation in the learning process are not interested in studying and doing their homework Students who have high motivation are more ready to join in class activities and work harder than those who have low motivation High motivation improves students’ success by helping them to use their time more effectively However, instead of just managing time, it should also be planned Time management is defined as the effort to use time effectively to achieve goals To manage time well, requirements must be set, goals must be made to meet those requirements, priorities must be decided, time must be planned according to those priorities, and any problems must be solved quickly Because previous studies showed good connections between time management and academic success, it can be said that the better the students’ time management skills, the easier it will be for them to reach their goals after their education The control of test preparation-exam anxiety is another part of study skills CHAPTER 3: FINDINGS AND DISCUSSION Some popular study skills among IBD students 1.1 Where IBD students learn study skills Where IBD students learn study skills 5.80% 3.80% University High school Middle school 90.40% Figure Where IBD students learn study skills The pie chart gives information about where students learn study skills 90% of students choose University, this is the highest rate, the second is Middle school accounts for 6% and High school is the lowest with 4% The data shows that the majority of IBD students know about learning methods when studying in university, which also reflects our university is concentrating on building a foundation of study skills for students This suggests that universities may play a crucial role in helping IBD students develop the study skills they need to succeed academically It would be interesting to explore why such a large percentage of students learn study skills at university rather than in high school or middle school and what can be done to support students in developing these skills earlier in their academic careers 1.2 Time IBD students learn study skills Time IBD students learn study skills 3.80% 1-3 months 3-6 months 6-9 months 30.80% 65.40% Figure Time IBD students learn study skills The data on IBD students' learning study skills time is illustrated in the second chart Most students have a short time in learning study skills, about to months, accounting for 65% Almost a third of students’ access study skills in about to months A very small number of students learn study skills over months (4%) These findings indicate that IBD students may be able to quickly develop and adopt effective study strategies It would be interesting to explore what specific skills they learn during this time 10 1.3 Some popular study skills that IBD students learn Figure Some popular study skills that IBD students learn Study skills include many different ways to improve the learning effect of students There are some popular methods used by most students: Time management, teamwork, writing, and so on This chart shows us data about some typical study skills that IBD students learn Students learn most about time management skills, teamwork skills, and presentation skills, these skills account for over 90% Writing skills take approximately three quarters, 76.9% The popular index of Critical thinking accounts for 40,4% and the last is a Summary skill which takes an insignificant amount, about 3.8% It appears that IBD students have learned a variety of skills to support their academic success These skills include time management, teamwork, writing, presentation, and critical thinking These skills can help students effectively manage their workload, collaborate with others, communicate their ideas clearly and effectively, think critically about complex issues, and present their work in a clear and engaging manner 11 The Importance of study skills for IBD Students 2.1 The necessity of learning study skills Figure Reason why IBD students learn study skills The pie chart illustrates the reasons why students need to learn study skills The number of students who learn study skills to support their learning hits the highest point at 59.6% Meanwhile, approximately seven compulsory subjects (17.3%) The percentage of students who learn study skills to actively support their future careers accounts for 23.1% Overall, IBD students are self-motivated to learn study skills at university and the main reasons are worrying about their studying or reinforcement for their future careers The result also suggests that IBD students are motivated to learn study skills both for their immediate academic success and for their long-term career goals 2.2 The change of IBD students after the study skills program Figure Change after learning study skills 12 The bar chart illustrates the changes in IBD students after learning study skills Overall, the proportion of the more effective in the study reaches a peak, while the percentage of the more professional and confident is the lowest among the three factors The number of students having more effective in their studies is the highest at about 88,5% In addition, the proportion of the more professional and confident hits its lowest point at 75% The result shows that the effectiveness of the study is the highest among the three types of change, both before and after learning study skills while the confidence level is the lowest among the three types of change The chart suggests that learning study skills improves the performance and attitude of IBD students, but there is still room for improvement in their confidence level The ways to improve study skills among IBD students 3.1 Some drawbacks of study skill programs Figure Disadvantages of study skill programs The bar chart depicts the cons of the study skill program's effect on IBD students As can be seen, more than 70% of students report a lack of practice in their studies It is the highest issue among IBD students Most students feel that because they passively study or the teacher gives them little homework, probably Meanwhile, over 65% of students find it hard because of the short form of study skills program Students in IBD are being taught some important skills for the short term so they need to be highly focused on every lesson However, a short term is not enough for them to master and understand to apply all these skills for their study or job On the other hand, being unimaginative in a study is a slight problem, with 25% Because the lecture of the teacher is always prepared carefully, creative, and good-looking Furthermore, costs remain at less than 5% for the majority of students in question Study skill is also necessary for students to be qualified to major, consequently, the school creates favorable conditions for students This data indicates some of the limitations of study skills programs and suggest that there may be room for improvement By addressing these disadvantages and better supporting the needs of IBD students, study skills programs could become even more effective in promoting academic success 13 3.2 The ways which help IBD students Intake 18A improve their study skills Although there are some downsides to studying skills programs, we survey a few ways to improve the effectiveness of those skills Thus, it helps them to choose suitable ways to enhance and perfect their skills to serve their needs Figure Ways to improve study skills As you can see from the bar graph, practicing more is the most popular way to improve study skills among IBD students I18A with 90.4% of students choosing this option Following this, 73.1% of students surveyed learn through their friends to boost their study skills Meanwhile, taking part in extra courses and asking for advice from teachers are tied for third place with 44.2% of students who agree with these choices The result suggests that most students in IBD Intake 18 Fall feel that they need to practice their learned skills more to use them fluently Additionally, it appears that IBD students feel that they learn better when they can discuss and share ideas with their peers Besides that, it seems that several students in our study feel that they need additional support to succeed by taking part in extra courses and asking for advice from teachers According to the data, it gives the impression that the students have found some suitable ways to improve their study skills 14 CHAPTER 4: CONCLUSION Studying is an essential part of life that can help us acquire knowledge and skills for personal and professional development However, studying can also be challenging and stressful if we not have the right skills to it effectively and efficiently In this study, we explore the different study skills that can be used to enhance our learning potential and achieve academic success We examine how various techniques such as effective time management, goal setting, active reading, note-taking, summarizing, critical thinking, and presentation skills can help us become better learners and students Additionally, we discuss how to improve our study habits and overcome some of the common obstacles that students face in their academic journey Study Skill has become a compulsory subject for IBD students because of their importance and usefulness to studying in college College-level study requires a higher level of skills and strategies than high school-level studying Therefore, IBD students need to learn and practice study skills that can help them cope with the increased workload and expectations of college courses Some of the basic and common skills that are taught in the study skills program are writing and presentation skills, time management, teamwork, critical thinking, and summary skill These skills are essential for communicating effectively, organizing our tasks and schedules, collaborating with others, analyzing and evaluating information, and synthesizing and condensing ideas According to the survey results, most of the students who participated in the study skills program reported positive outcomes and benefits from learning these skills More than half of the students surveyed indicated that study skills play a vital role in their learning process and help them improve their academic performance Others think those skills help their career development and prepare them for future challenges Students also experience significant changes in their learning attitudes and behaviors after taking the study skills program They improve their self-skills such as motivation, confidence, responsibility, and self-regulation They also become more aware of their strengths and weaknesses and adopt more effective learning strategies However, the study skills program is not without its limitations and drawbacks Some of the students surveyed expressed their dissatisfaction or frustration with some aspects of the program The most common complaint was the lack of study time to practice and apply the skills they learned Many students felt that they did not have enough time to balance their regular coursework and study skills assignments Another common issue was the lack of practicality or relevance of some of the skills or activities to their major or interest Some students felt that some of the skills or topics were too general or abstract and did not suit their specific needs or goals Fortunately, there are some possible solutions or suggestions for students to overcome these challenges and improve their study skills further One way is to practice more frequently and consistently the skills they learned in the program By doing so, they can reinforce their learning and make it more automatic and natural Another way is to seek outside support or guidance from other sources such as friends, classmates, teachers, tutors, or online resources By doing so, they can get more feedback, advice, or assistance on how to improve their skills or solve their problems 15 Finally, according to the survey results, most IBD students (84.6% of the students who participated in the survey) expressed their interest and desire to learn more study skills or topics that are not covered in the current program In addition, students suggest some study skills that they want to improve such as note-taking skills, self-study skills, problem-solving skills, planning skills, and so on Therefore, we suggest that the IBD Institute increase the duration of the study skills program and train some other necessary skills mentioned above 16 QUESTIONNAIRE STUDY SKILL AMONG IBD STUDENTS Our group, group from class I18A5, is conducting research on “Study skills among IBD students” We would appreciate your participation in the survey questions, which will help us collect more data on the significance of study skills We assure you that your information will be used only for research purposes and will remain confidential Thank you for your cooperation! Where you learn study skills? A University A High school A Middle school A Other (specify)………………………… How long have you learned study skills? A - months A - months A - months A Other (specific)……………………………………… What study skills you learn? (You can choose MORE THAN ONE) A Time management skills B Team works skills C Writing skills D Presentation skills E Other (specific)………………………………………… Why you need to learn study skills? A Actively supporting for your learning B Actively supporting for your future career C School’s compulsory subjects D Other (specific)…………………………………………… How have you changed after learning study skills? A More effective in the study B Improving personality skills C More professional and confident D Other (specific)…………………………………………… What are disadvantages of study skill programs? A Lack of practice B Study in short term C Less creative D Other (specific)………………………………………… What are some ways to improve study skills? A Practice more 17 B Learn through friends C Take part in extra courses D Other (specific)…………………………………………………… Do you think IBD needs to teach more study skills for students? A Yes B No How many more skills you need if you choose yes? A 2-3 B 3-4 C No limit D Other (specify) ………………………………… 10 Which types of study skills you want to add more? ………………………………………………………………………………………………… …………………………………………………………………… THANK YOU FOR YOUR COOPERATION!!! 18 REFERENCES Til, C.V and Heijden, F.V.D (2009) PBL study skills, (pp.5) Available at: https://www.academia.edu/38281660/PBL_Study_skills_van_Til_and_van_der_Heijden Cottrell, S (2019) The Study Skills Handbook 5th edn Bloomsbury Publishing Wingate, U (2006) “Doing away with ‘study skills,’” Teaching in Higher Education, 11(4), pp 457–469 Available at: https://doi.org/10.1080/13562510600874268 Gall, M.D (1990) “Tools for Learning,” A Guide to Teaching Study Skills [Preprint] Available at: https://files.eric.ed.gov/fulltext/ED320126.pdf Gettinger, M and Seibert, J.K (2002) “Contributions of Study Skills to Academic Competence,” School Psychology Review, 31(3), pp 350–365 Available at: https://doi.org/10.1080/02796015.2002.12086160 Robbins, S.J et al (2004) “Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.,” Psychological Bulletin, 130(2), pp 261–288 Available at: https://doi.org/10.1037/0033-2909.130.2.261 Bulent, A., Hakan, K and Aydin, B (2015) “An Analysis of Undergraduates’ Study Skills,” Procedia - Social and Behavioral https://doi.org/10.1016/j.sbspro.2015.07.389 19 Sciences [Preprint] Available at: