Exploring study skills and learning approaches among high school students in the southern Karnataka region

Nidha Fathima; Sunil Kumar D.; Rakshitha J.; Krishnamurthy K. V.

doi:10.18203/2394-6040.ijcmph20254043

Authors

Nidha Fathima School of Public Health, Department of Community Medicine, JSS Medical College, JSSAHER, Mysuru, Karnataka, India
Sunil Kumar D. School of Public Health, Department of Community Medicine, JSS Medical College, JSSAHER, Mysuru, Karnataka, India
Rakshitha J. Department of Community Medicine, JSS Medical College, JSSAHER, Mysuru, Karnataka, India
Krishnamurthy K. V. Department of Community Medicine, JSS Medical College, JSSAHER, Mysuru, Karnataka, India

DOI:

https://doi.org/10.18203/2394-6040.ijcmph20254043

Keywords:

Academic performance, High school students, Study skills, Textbook reading strategies

Abstract

Background: Education is a fundamental right, and effective study skills are vital for academic success. Key skills include textbook reading, note-taking, concentration, test preparation, memory, and time management. This study aimed to assess study skills among high school students and examine their relationship with academic performance.

Methods: A cross-sectional study was conducted between December 2022 and May 2023 among high school students in Mysuru and Chamarajanagar to assess study skills and learning strategies. A sample of 382 students was selected using probability proportionate to size sampling. Data were collected using a pre-tested questionnaire, including socio-demographics, academic performance, and the Dennis Congos study skills inventory (DCSSI), covering six domains: textbook reading, note-taking, memory, test preparation, concentration, and time management. Domain-specific thresholds identified areas needing improvement. Data analysis was done using SPSS v24 with descriptive and inferential statistics. Ethical approval and informed consent were obtained.

Results: Among 382 high school students, most were aged 14-15 years (65.1%) and belonged to the upper-middle socioeconomic class (58.3%). Academic performance showed that 62.9% scored between 61-80%, while only 6% achieved scores above 90%. Students demonstrated strengths in test preparation (98.4%), concentration (66.8%), time management (54.7%), and textbook reading (58.1%), but showed deficits in note-taking (19.6%) and memory skills (12.6%). Textbook reading was significantly associated with academic performance (p=0.005), while time management approached significance (p=0.063).

Conclusions: Study highlighted that textbook reading impacts performance; note-taking and memory need improvement.

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