Different Approaches to Lesson Study and the Relationship of Study Skills with Academic Achievement, Gender and Educational Experience of University Students


  This study aims at determining the different approaches to lesson study by university students. It also investigates the relationship of studying methods to the academic achievement, gender and educational experience at shahed university. For this purpose, 116 university students of psychology and educational sciences (both male and female) were selected from humanities faculty. They completed the assist (Approaches and Study skills inventory for students). The data concerning their GPA (Grand Point Average) and their educational experience (the years they have been at the university for their education) were obtained through questionnaires, sixteen of shich were excluded hence the remaining 100 questionnaires were analyzed.   The results indicated that university students reported themselves as more typically involved in deep studying than other studying strategies, specially during exam preparation. The findings showed that GPA was positively correlated with the application of deep studying approaches. However, it was negatively related to more superficial methods. Moreover, a significant difference was detected between the years of education and studying skills. Thus, the freshmen adopted deep studying approaches more than sophomores and juniors. The findings also revealed that university conditions encourage the students to adopt superficial approaches to study. In addition sex had no significant effect on the study skills, both males and females had similar approaches to studying.