Skip to main content

Influence of Study Skills on the Dropout Rate of Universities: Results from a Literature Study

  • Conference paper
  • First Online:
Teaching and Learning in a Digital World (ICL 2017)

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 715))

Included in the following conference series:

  • 2587 Accesses

Abstract

A high dropout rate from universities has been a topic of interest in educational research for more than a decade. The withdrawal from the university on the one hand is frustrating for the students and their families, and on the other hand mostly means a waste of time and money. Tailoring every higher education program to each students’ learning styles and needs is difficult. However, mastering the requisite study skills at the pre-university phase (K-12) is considered one of the solutions to diminish university dropouts. By conducting a literature study, we identified relevant study skills and their influencers as well as the appropriate period to improve these skills. We created a model illustrating the relationship between five study skill categories, their influencers and their effects on dropout from university. This study aims to increase awareness and active stakeholders such as families, teachers, and universities for cooperating to strengthen the study skills of school students.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

Notes

  1. 1.

    “The K to 12 Program covers Kindergarten and 12 years of basic education […]” GOVPH. (n.d., 04.04.2017). WHAT IS K TO 12 PROGRAM? Available: http://www.gov.ph/k-12.

References

  1. Heininger, R., Seifert, V., Prifti, L., Utesch, M., Krcmar, H.: The playful learning approach for learning - how to program: a structured lesson plan. In: 30th Bled eConference: Digital Transformation – From Connecting Things to Transforming Our Lives, Bled, Slovenia, pp. 215–230 (2017)

    Google Scholar 

  2. Bologna Declaration: Joint declaration of the European Ministers of Education (1999)

    Google Scholar 

  3. Hanft, A.: Heterogene Studierende – homogene Studienstrukturen. Bundesministeriums für Bildung und Forschung, 13–28 (2015). http://www.hof.uni-halle.de/web/dateien/pdf/Hanft_Zawacki-Richter_Gierke_Open_Access.pdf#page=15

  4. Brugger, P., Threin, M., Wolters, M.: Hochschulen auf einen Blick - Ausgabe 2012, Statistisches Bundesamt, Wiesbaden (2012)

    Google Scholar 

  5. European Commission: Dropout and Completion in Higher Education in Europe, European Commission Education and Culture (2015)

    Google Scholar 

  6. Hagedorn, L.S.: How to define retention: a new look at an old problem. In: Transfer and Retention of Urban Community College Students Project (TRUCCS), ed. Transfer and Retention of Urban Community College Students Project (TRUCCS). Lumina Foundation (2006)

    Google Scholar 

  7. Prifti, L., Heininger, R., Utesch, M., Krcmar, H.: Analysis and evaluation of tools, programs, and methods at German University to support the study skills of school students (accepted). Presented at the IEEE Global Engineering Education Conference (EDUCON 2017), Athens, Greece (2017)

    Google Scholar 

  8. Wingate, U.: Doing away with ‘study skills’. Teach. High. Educ. 11, 457–469 (2006)

    Article  Google Scholar 

  9. Utesch, M., Heininger, R., Krcmar, H.: Strengthening study skills by using ERPsim as a new tool within the Pupils’ academy of serious gaming. In: 2016 IEEE Global Engineering Education Conference (EDUCON), pp. 592–601 (2016)

    Google Scholar 

  10. GOVPH. (n.d., 04.04.2017). WHAT IS K TO 12 PROGRAM? http://www.gov.ph/k-12

  11. Seidman, A.: College Student Retention: Formula for Student Success. ACE/Praeger Publishers, Westport (2005)

    Google Scholar 

  12. Zimmerman, B.J.: A social cognitive view of self-regulated academic learning. J. Educ. Psychol. 81, 329–339 (1989)

    Article  Google Scholar 

  13. Crede, M., Kuncel, N.R.: Study habits, skills and attitudes- the third pillar supporting collegiate academic performance. Assoc. Psychol. Sci. 3, 425–453 (2008)

    Google Scholar 

  14. Asikainen, H., Parpala, A., Lindblom-Ylänne, S., Vanthournout, G., Coertjens, L.: The development of approaches to learning and perceptions of the teaching-learning environment during bachelor level studies and their relation to study success. High. Educ. Stud. 4, 24–36 (2014)

    Google Scholar 

  15. Robbins, S.B., Lauver, K., Le, H., Davis, D., Langley, R., Carlstrom, A.: Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychol. Bull. 130, 261–288 (2004)

    Article  Google Scholar 

  16. Gettinger, M., Seibert, J.K.: Contributions of study skills to academic competence. School Psychol. Rev. 31, 350–365 (2002)

    Google Scholar 

  17. Tinto, V.: Research and practice of student retention: what next? Res. Theor. Pract. 8, 1–19 (2006)

    Google Scholar 

  18. Pressley, M., Woloshyn, V.: Cognitive Strategy Instruction that Really Improves Children’s Academic Performance. Brookline Books, Cambridge (1995)

    Google Scholar 

  19. Hattie, J.: The contributions from teaching approaches - part 1. In: Visible Learning A Synthesis of Over 800 Meta-Analyses Relating to Achievement ed. SAGE Publications (2009)

    Google Scholar 

  20. Hattie, J., Biggs, J., Purdie, N.: Effects of learning skills interventions on student learning: a meta-analysis. Rev. Educ. Res. 66, 99–136 (1996)

    Article  Google Scholar 

  21. vom Brocke, J., Simons, A., Niehaves, B., Riemer, K., Plattfaut, R., Cleven, A.: Reconstructing the giant: on the importance of rigour in documenting the literature search process. Presented at the European Conference for Information Systems (ECIS), Verona, Italy (2009)

    Google Scholar 

  22. Webster, J., Watson, R.T.: Analyzing the past to prepare for the future: writing a literature review. MIS Q. 26, 13–23 (2002)

    Google Scholar 

  23. Lowe, H., Cook, A.: Mind the gap: are students prepared for higher education? J. Further High. Educ. 27, 53–76 (2003)

    Article  Google Scholar 

  24. Utesch, M.C.: The pupils’ academy of serious gaming: strengthening study skills (iJEP). Int. J. Eng. Pedagogy 5, 25 (2015)

    Article  Google Scholar 

  25. Jayde, C., Elaine, H., Boris, H., Justin, D., Mark, N.: Study-MATE: using text messaging to support student transition to university study. Youth Stud. Aust. 31, 34 (2012)

    Google Scholar 

  26. Costabile, A., Cornoldi, C., Beni, R.D., Manfredi, P., Figliuzzi, S.: Metacognitive components of student’s difficulties in the first year of university. Int. J. High. Educ. 2, 165 (2013)

    Google Scholar 

  27. Loyens, S.M.M., Rikers, R.M.J.P., Schmidt, H.G.: The impact of students’ conceptions of constructivist assumptions on academic achievement and drop-out. Stud. High. Educ. 32, 581–602 (2007)

    Article  Google Scholar 

  28. Cuevas, M., Campbell, K., Lowery-Hart, R.D., Mallard, J., Andersen, A.: Using faculty learning communities to Link FYE and high-risk core courses: a pilot study. Learn. Commununities Res. Pract. 1, 1–12 (2013)

    Google Scholar 

  29. Wernersbach, B.M., Crowley, S.L., Bates, S.C., Rosenthal, C.: Study skills course impact on academic self-efficacy. J. Dev. Educ. 37, 14–16 (2014)

    Google Scholar 

  30. McKay, T.M.: Academic success, language and the four year degree: a case study of a 2007 cohort. South Afr. J. High. Educ. 30, 190 (2016)

    Google Scholar 

  31. Qualifications and Curriculum Authority: Religious Education (2004)

    Google Scholar 

  32. Scottish Qualifications Authority: SQA, Core Skills Framework: An Introduction Communication. Scottish Qualifications Authority (2013)

    Google Scholar 

  33. Van Blerkom, D.L.: College Study Skills: Becoming a Strategic Learner. Cengage Learning, Boston (2011)

    Google Scholar 

  34. Grabowski, C., Bjerring, L., Peykarimah, S., Sorensen, L.B., Bracht, R., O’Hara, J., et al.: Integration architecture of multi-technology management systems. In: Proceedings of the Sixth IFIP/IEEE International Symposium on Integrated Network Management. Distributed Management for the Networked Millennium, Boston, MA, USA, pp. 955–956 (1999)

    Google Scholar 

  35. National Association of School Psychologists. Who Are School Psychologists (2014). https://www.nasponline.org/about-school-psychology/who-are-school-psychologists

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Nilüfer Deniz Bas .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Bas, N.D., Heininger, R., Utesch, M.C., Krcmar, H. (2018). Influence of Study Skills on the Dropout Rate of Universities: Results from a Literature Study. In: Auer, M., Guralnick, D., Simonics, I. (eds) Teaching and Learning in a Digital World. ICL 2017. Advances in Intelligent Systems and Computing, vol 715. Springer, Cham. https://doi.org/10.1007/978-3-319-73210-7_16

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-73210-7_16

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-73209-1

  • Online ISBN: 978-3-319-73210-7

  • eBook Packages: EngineeringEngineering (R0)

Publish with us

Policies and ethics