Differences in Learning and Study Strategies between Home and International Students on a Foundation Year in Science and Engineering

  • Peter Marshall University of Nottingham
Keywords: LASSI


This study considers the diagnostic potential of the Learning and Study Strategies Inventory (LASSI) for a mixed cohort of British and International students on a Foundation year Engineering and Physical Sciences course at a British university. A LASSI questionnaire was completed by the cohort (n = 195, 99/96 British/International) at the commencement of their studies. Correlations between the constructs measured by this psychometric instrument and the academic results of the dual cohort were examined to determine any diagnostic potential of the instrument and to elucidate any differences between the British and the International students that might inform future practice. Significantly different correlations between academic performance and some of LASSI subscale were found between the two groups, which analysis suggests did not stem from differences in the function of the instrument. The results suggest that university students are likely to benefit from training in strategic studying and learning skills in order to improve academic outcomes and develop more successful life-long learners by supplementing their innate intellectual talents. However, the strengths of the correlations between the aspects of strategic learning measured by the LASSI and academic outcomes suggest that the LASSI alone is not sufficiently discriminating to identify those individual students most in need of intervention.


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Author Biography

Peter Marshall, University of Nottingham

The author is currently a teaching associate in the Foundation Engineering and Physical Sciences department of the Faculty of Engineering at the University of Nottingham. Prior to the last thirteen years in education, teaching a variety of topics in physics, maths and computing, the author was a principal optical design engineer, spending eight years in industry, after completing doctoral research in semiconductor physics.

The author welcomes any contact about this article or related research. Contact: peter.marshall@nottingham.ac.uk.