Leovigildo Lito D. Mallillin


General Study Skills (GSS) is one of the modules that will equip students in their fundamental studies. It will help them to make use of their time and become effective learners and develop research skills and communicative skills among them. The aim of the study is to assess the performance of the written report output of the respondents in terms of their portfolio, guided learning and group oral presentation and to identify the respondents’ performance        of their learning outcome in their module along the area of management time and accepting responsibility, research skills, taking notes and giving presentation. The study employed the descriptive correlational designs as this method describes and predicts how two variables are measured which are all about the performance of students in their written report output in their portfolio, guided learning, oral group presentation and in their learning outcome on the management time and accept responsibility, research skills, taking notes, giving presentation from their General Study Skills (GSS) module. The subjects of the study comprised of Nine (9) lecturers of the General Study Skills module. Results show that performance of students in their written report output in terms of portfolio is not met, guided learning is moderately met and group oral presentation is moderately met, however; performance of students in their learning output in terms of management time and accept responsibility is moderately met, research skills is moderately met, note taking is moderately met and giving oral presentation is moderately met.


Article visualizations:

Hit counter



general study skills (GSS), portfolio, guided learning, group presentation

Full Text:



Arends, R., & Castle, S. (2015). Learning to teach (Vol. 2). New York: McGraw-Hill.

Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918-1942.

Chang, W. C., & Ku, Y. M. (2015). The effects of note-taking skills instruction on elementary students’ reading. The Journal of Educational Research, 108(4), 278- 291.

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.

Feldon, D. F., Peugh, J., Timmerman, B. E., Maher, M. A., Hurst, M., Strickland, D., ... & Stiegelmeyer, C. (2011). Graduate students’ teaching experiences improve their methodological research skills. Science, 333(6045), 1037-1039.

Gillies, A. (2017). Note-taking for consecutive interpreting: a short course. Routledge.

Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. Springer.

Feldon, D. F., Peugh, J., Timmerman, B. E., Maher, M. A., Hurst, M., Strickland, D., ... & Stiegelmeyer, C. (2011). Graduate students’ teaching experiences improve their methodological research skills. Science, 333(6045), 1037-1039.

Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: A critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139-156.

Jackson, S. L. (2014). Research methods: A modular approach. Cengage Learning.

Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432-438.

Kennedy, M. M. (2016). How does professional development improve teaching?. Review of Educational Research, 86(4), 945-980.

Kerzner, H., & Kerzner, H. R. (2017). Project management: a systems approach to planning, scheduling, and controlling. John Wiley & Sons.

Schechner, R. (2017). Performance studies: An introduction. Routledge.

Sharp, J. A., Peters, J., & Howard, K. (2017). The management of a student research project. Routledge.

Van Emden, J., & Becker, L. (2016). Presentation skills for students. Macmillan International Higher Education.

York, T. T., Gibson, C., & Rankin, S. (2015). Defining and Measuring Academic Success. Practical Assessment, Research & Evaluation, 20.



  • There are currently no refbacks.

Copyright (c) 2018 Leovigildo Lito D. Mallillin

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).