Index to Chiropractic Literature
Index to Chiropractic Literature
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ID 1621
  Title The use of learning and study strategies inventory (LASSI) as a predictor for success or failure on part I of the National Board of Chiropractic Examiners Test
Journal J Manipulative Physiol Ther. 1998 Mar-Apr;21(3):164-166
Peer Review Yes
Publication Type Article

INTRODUCTION: The need for each chiropractic student to pass the National Chiropractic Board of Examiners (NCBE) exams is of great importance in their educational process. To date, no literature has evaluated the effectiveness of any outcome in predicting the success or failure on the NCBE exams. The Learning and Study Strategies Inventory (LASSI) was developed to assess students' learning and studying strategies. In this study, the LASSI and NCBE Part 1 scores and entering and cumulative grade point averages (GPAs) were used to assess any correlations related to NCBE scores.

METHODS: The LASSI was administered to a group of trimester-6 students at Texas Chiropractic College after their completion of Part 1 of NCBE exams. The scores were analyzed by computer and appropriate statistical procedures were performed.

RESULTS: Moderately high correlations were found with NCBE scores and each component of the LASSI. There were also moderately high correlations found with the NCBE scores and cumulative GPAs. Low correlations were found with NCBE scores and entering GPAs.

CONCLUSIONS: Because of the high correlation of NCBE scores and the LASSI scores, it is recommended that this test be introduced to first-trimester students and that follow-up correlations be performed with NCBE scores, GPAs and LASSI scores. An elective course for students that perform poorly on LASSI could be developed to aid students weak in study skills and strategies. The need for further studies includes the evaluation of students put through the LASSI and preparation course as it relates to their NCBE scores.

This abstract is reproduced with the permission of the publisher. Article only available in print.


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