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|Title:||The Dual Study Skill Intervention Program (2SKIP): An Educational Design Research to Improve the Integration of Study Skill Development in High Schools.|
|Keywords:||Study skill intervention|
educational design research
|Abstract:||As adolescents continue their educational career in high school, they need to develop a variety of study tactics that stimulate a deeper level of processing and understanding and improve information retention. Research has demonstrated that students can improve academic performance through study skill interventions, especially if the intervention is integrated in the subject courses. The Dual Study Skill Intervention Program (2SKIP) is designed to develop learners’ study skills and enhance the teachers’ positive attitude towards the integration of study skill development in their classroom. The aim of this educational design research is to test, evaluate and improve 2SKIP. To achieve this goal, I examined the most conducive characteristics of the 2SKIP program and looked for ways to improve the 2SKIP program to ensure that (1) students develop both procedural and conditional knowledge on study tactics and (2) teachers develop a positive attitude towards the integration of study skill development in their classroom. The 2SKIP and the study were conducted in a private high school in Swaziland. Nine teachers and seventy five students participated in the intervention and study. The intervention was offered over a period of two terms in the second and third year of high school. This educational design research triangulated qualitative data based on study tasks, content tests, study skill brochures, a study skill test and focus group discussions with teachers and students collected and conducted throughout the intervention. Firstly, the results revealed a need to refine and adapt some of the seven characteristics of a successful study skill intervention, as described in the literature, for 2SKIP to be more effective. Secondly, the results show that project team teachers were highly positive and involved throughout the implementation period. Surprisingly the major obstacle, was the students’ resistance towards the intervention. To overcome the students’ resistance, strategies need to be put in place to address the students’ study skill fatigue, the lack of empowerment and students’ negative attitude towards the value of study skill development for their educational career. Lastly, data also indicated a need to consider the teachers’ workload and their ongoing professional development in the re-design of the 2SKIP. To address the identified challenges the following changes and additions to 2SKIP are suggested: (1) reformulation of some characteristics (2) a multi-year intervention that starts at an early age, (3) formalization of learning how to study (4) focus on implicit instruction (5) Explicit reflective feedback sessions (6) improve the teacher support component. I believe that this study made an important contribution to our understanding of the design and implementation of a study skill intervention for high schools. The study refined the important characteristics of a successful study skill intervention program. It also offers practitioners an example of how to translate those characteristics into a practical, comprehensive and integrated intervention program for high schools.|
|Description:||Moerman, J. (2017).The Dual Study Skill Intervention Program (2SKIP): An Educational Design Research to Improve the Integration of Study Skill Development in High Schools. Oktober, 2, 2017, Heerlen, Nederland: Open Universiteit.|
|Appears in Collections:||MSc Learning Sciences|
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