An analysis of learning and study strategies among undergraduate students
Najwa Abbaas B. Alhameedyeen 1 * , Rahmeh Abbaas B. Alhameedyeen 2
More Detail
1 Najran University, Saudi Arabia
2 The World Islamic Science & Education University, Saudi Arabia
* Corresponding Author


This study aimed to reveal the level of learning and study strategies, which represent an important element of the effective study elements for learners, and the differences between these strategies according to the level of achievement, the academic year, the type of college and gender in a sample of undergraduate students. The study adopted a descriptive analytical approach to answer the research questions. A total of 426 undergraduate students participated in the study. As part of the study, the Learning and Study Strategies Scale - third version (LASSI-3) was used, and means and standard deviations were calculated. The different levels of achievement, academic year, college type, and gender were also analyzed using the dependent multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA). Based on the results, it was found that learning and study strategies had medium to high prevalence, and that learning and study strategies differed statistically significantly at achievement levels (Attitudes, Concentration, Information Processing, Motivation, Self-test, Test strategies and Using Academic Resources) in favor of high achievement. In both Motivation and Test Strategies, the graduates' learning and study strategies differed statistically significantly according to the academic year. In terms of five dimensions of learning and study strategies (Anxiety, Concentration, Motivation, Selecting Main Ideas, and Test strategies), there were statistically significant differences at the level of the type of colleges attributed to scientific colleges. In terms of learning and study strategies, the results did not show statistically significant differences by gender. As a result of the results, a number of recommendations were developed, including that students need to be educated about the importance of learning and study strategies in general and self-regulation strategies, skills, and will in particular. Moreover, there is a need to educate and train those in charge of the educational-learning process including faculty members, counselors and parents about the importance of studying and teaching strategies for their children and practicing them during the learning process.



  • Abdul Rahman, R. A. (2008). The effect of self-concept and gender on the learning strategies used among tenth grade students in Jerusalem [Unpublished master's thesis]. University of Jordan, Amman.
  • Alkhateeb, H. M., & Nasser, R. (2014). Assessment of Learning and Study Strategies of University Students in Qatar Using an Arabic Translation of the Learning and Study Strategies Inventory. Psychological Reports, 114(3), 947–965.
  • Al-Khodary, S., & Riyad, A. (1993). Learning and recall skills and their relationship to achievement, intelligence and learning motivation. Educational Research Center, Qatar University, 2(3), 35-62.
  • Al-Khulaifi, S. Y. (2000). The relationship of learning skills and cognitive motivation with academic achievement among a sample of female students in the College of Education at Qatar University. Journal of the Educational Research Center, Qatar University, 9 (17), 13-43.
  • Al-Masry, M. (2009). The relationship between learning strategies and academic achievement among male and female students of the Faculty of Educational Sciences at Al-Israa Private University. Damascus University Journal, 25(3), 341-370.
  • Al-Zawahra, M. K. (2006). The relationship between learned helplessness, exam anxiety, and academic achievement among a sample of ninth-grade students in the Directorate of Education in Mafraq [Unpublished master's thesis]. Yarmouk University, Irbid.
  • Aniza, A. N., Mohd, J. Z., & Mohd, A. M. (2010). The Relationship between Learning Styles and Strategies with Academic Achievement Based on Gender and Type of School. International Journal of Learning, 17(10), 265-278.
  • Bishara, M., & Al-Ghazou K. (2008). The extent of high school students' awareness of the importance of learning strategies and their practice thereof. An-Najah University Journal for Research (Human Sciences), 22(6), 1-28.
  • Bukai, H. A. (2005). Cognitive learning preferences among a sample of secondary school students in the western Galilee region and their relationship to some variables. [Unpublished master's thesis]. Yarmouk University, Irbid.
  • Fatim, L. M. (1989). The Relationship between Study Habits and Academic Achievement of University College of Bahrain Students. Arab Journal of Human Sciences, 9(36), 113-137.
  • Hammoud, M. (1999). Study habits of high school students: a field study in damascus public schools. Damascus University Journal of Arts and Humanities, 1(1), 191-227.
  • Hoveland, C. (2006). Relationships between Learning and Study Strategies and Academic Achievement in associate degree nursing students [Unpublished thesis]. University of Wyoming, Wyoming.
  • Jadeed, L. (2010). The relationship between learning styles as a pattern of information processing and exam anxiety and their impact on academic achievement (a field study on a sample of second year secondary students in public schools in Damascus). Damascus University Journal of Arts and Humanities, 26, 93-123.
  • Mckeachi, W. J., Pintrich, P. R., & Lin, Y. G. (1985). Teaching and learning strategies. Educational Psychologist, 20(3), 153-160.
  • Salloum, A., & Raed, M. (2006). The effect of using the learning and studying strategies program on the achievement motivation of middle school students and their attitudes towards studying. Journal of the College of Arts, University of Mosul, 73, 30-85.
  • Schutz, C. M., Gallagher, M. L., & Tepe, R. E. (2011). Differences in Learning and Study Strategies: Inventory Scores Between Chiropractic Students With Lower and Higher Grade Point Averages. Journal of Chiropractic Education, 25(1), 5-10.
  • Suleiman, S. M. (1988). Study habits, problems, and their relationship to academic excellence. Center for Human Development and Information.
  • Taheri, M., Asadi Louyeh, A., & Hosseini, N. (2017). Learning and study strategies ınventory (lassi) and ıts relationship with university students’ academic achievement. International Online Journal of Education & Teaching, 4(3), 246–257.
  • Tahseldar, M. T. (2007). Academic excellence and its relationship to learning strategies in secondary schools in Beirut and its suburbs (English section) [Unpublished doctoral dissertation]. Saint Joseph University, Beirut.
  • Weinstein, C. E., & Mayer, R. F. (1986). The teaching of learning strategies. In M.C. Wittrock (Ed.), Handbook of Research on Teaching (pp. 315-327). Macmillan
  • Weinstein, C. E., Ridley, D. S., Dahl, T., & Weber, E. S. (1989). Helping Students develop Strategies for effective learning. Educational leadership, 46(4), 17-19.
  • Weinstein, C., & Palmer, D. (2002). LASSI User’s Manual for those administering the learning and study strategies inventory. H and H Publishing.
  • Yip, M. C. (2009). Differences between high and low academic achieving university students in learning and study strategies. Educational Research and Evaluation, 15(6), 561-570.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.