| 000 | 01536nam a22002417a 4500 | ||
|---|---|---|---|
| 003 | ZW-GwMSU | ||
| 005 | 20210422114757.0 | ||
| 008 | 210422b ||||| |||| 00| 0 eng d | ||
| 022 | _a18146627 | ||
| 040 |
_aMSU _cMSU _erda |
||
| 100 | 1 |
_aMason, Henry D _eauthor |
|
| 245 |
_aEvaluation of study skills intervention programme: A mixed methods study / _ccreated by Henry D Mason |
||
| 264 |
_aPretoria: _bUnisa Press and Routledge _c2019 |
||
| 336 |
_2rdacontent _atext _btxt |
||
| 337 |
_2rdamedia _aunmediated _bn |
||
| 338 |
_2rdacarrier _avolume _bnc |
||
| 440 |
_aAfrica education review _vVolume16 , number 1 , |
||
| 520 | _aThis article reports on a mixed methods study that evaluated the efficacy of a study counselling intervention programme at a South African university. Quantitative data, collected by means of the Learning and Study Strategy Inventory, indicated that the study skills intervention programme brought about statistically significant improvements in participants' study skills profiles. The qualitative findings that were collected from 10 participants served as a contextual lens to develop a more holistic understanding of the quantitative results. It is argued that multidisciplinary collaboration is required to address the heteregenous needs of students within the higher education context. | ||
| 650 | 0 |
_aAccess for success _xLearning and study strategies inventory |
|
| 650 | 0 |
_aMixed methods _xself- regulated learning _xStudy skills |
|
| 856 | _u10.1080/18146627.2016.1241666 | ||
| 942 |
_2lcc _cJA |
||
| 999 |
_c156660 _d156660 |
||