Abstract
Learning strategies are an important factor contributing to student success. This study examines individual learning support that focuses on student success and clarifies its effect on studentsʼ learning strategies using mixed methods research that analyzes results quantitatively and qualitatively.
In Study I, the author developed a scale to measure the effects of learning strategies that are essential for student success and surveyed 2,107 students across the country. As a result, a 12-item and 4-factor structure was identified, confirming that the study succeeded in developing a highly valid and reliable scale.
In Study II, the author used the scale to examine how learning strategies changed from the beginning to the end of the semester for 42 students who had received learning support. The analysis confirmed that those who had received individual learning support acquired the strategy to reflect on their own learning toward the end of the semester. Furthermore, it identified a pattern of concurrent effects where the effectiveness of the strategy to seek support from others had a further positive effect in making plans and implementing them.
In Study III, the author conducted a qualitative analysis of the content of the support based on the free descriptions by 132 students who had received learning support. The analysis found that individual learning support plays a vital role in not only improving studentsʼ learning strategies but also eliminating anxieties that could hinder their learning.
The study revealed that the emotional involvement of faculty and staff is linked to student success.
