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Version 1.1 – Updated August 2021

Study skills

Overview

  • Influence: Study skills
  • Domain: Student Learning Strategies
  • Sub-Domain: Learning strategies
  • Potential to Accelerate Student Achievement: Potential to accelerate
  • Influence Definition: Techniques and strategies that students deploy to prepare for and complete schoolwork and tests. These skills can include test-taking strategies, time management skills, reading techniques, and note-taking practices.

Evidence

  • Number of meta-analyses: 13
  • Number of studies: 695
  • Number of students: 51,401
  • Number of effects: 1,858
  • Effect size: 0.49

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Unpublished Thesis Sanders A meta-analysis: the relationship of program content and operation factors to measured effectiveness of college reading-study programs 1979 Reading-study programs 28 6,140 28 0.37
Review of Educational Research Kulik, Kulik, & Schwalb USA College programs for high-risk and disadvantaged students: A meta-analysis of findings 1983 Study skills preparation programs 57 0 57 0.27
Educational Psychology Review Larwin, Gorman & Larwin USA Assessing the Impact of Testing Aids on Post-Secondary Student Performance: A Meta-Analytic Investigation 2013 Testing aids (notes, crib sheets, text books) 15 3,146 35 0.34
Unpublished Conference Paper Burley USA A meta-analysis of the effects of developmental studies programs on college student achievement, attitude, and persistence 1994 College programs for underprepared 27 7,285 40 0.13
Review of Educational Research Hattie, Biggs, & Purdie USA Effects of learning skills interventions on student learning: A meta-analysis 1996 Study skills 51 5,443 270 0.45
Australian Journal of Education Purdie & Hattie Australia The Relationship between Study Skills and Learning Outcomes: A Meta-Analysis 1999 Study skills 52 0 653 0.30
Asia Pacific Education Review Kim, Kim, Lee, Park, Hong & Kim South Korea Effects of cognitive learning strategies for Korean learners: A meta-analysis 2008 Teaching learning strategies 50 0 97 0.96
Psychological Bulletin Robbins, Lauver, Le, Davis, Langley & Carlstrom Australia Do psychosocial and study skill factors predict college outcomes? A meta-analysis 2004 Study skills at college 109 476 279 0.41
Journal of Applied Psychology Robbins, Oh, Le & Button Australia Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: Integrated meta-analytic path analyses 2009 College support programs 107 11,183 107 0.21
The Model of Domain Learning Dinsmore, Hattan, & List USA A meta-analysis of strategy use and performance in the model of domain learning. 2018 Strategic processing 8 0 8 0.35
Human Resource Management Review Mesmer-Magnus & Viswesvaran USA The role of pre-training interventions in learning: A meta-analysis and integrative review. 2010 Teaching learning strategies 128 13,684 159 0.62
Intervention in School and Clinic Scruggs, Mastropieri, Berkeley & Graetz USA Mnemonic strategies: Evidence-based practice and practice-based evidence. 2010 Teaching learning strategies to Secondary LD students 35 2,403 94 1.00
Eurasian Journal of Educational Research Yildirim, Cirak-Kurt, & Sen Turkey The effect of teaching "learning strategies" on academic achievement: A meta-analysis study 2019 Learning strategies 28 1,641 31 0.93
TOTAL/AVERAGE 695 51,401 1,858 0.49

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 5 5 4 5 5
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