Sound Education: The Effective Study Skills

Educators, researchers, and policy makers have, for a long time now, struggled with the notion of developing an all-inclusive package of what constitutes good education. In all their endeavours, no single person has ever thought that one single ingredient or variable is enough to warrant sound education. On the contrary, the concerned stakeholders are always in a search for a multi-disciplinary approach towards improving our education systems, including individual educational achievement (Villa & Thousand, 1999). For many educators, various variables come into play to guarantee a sound education, and one variable is as important as the other. As such, I reject the preposition that effective study skills are the sole foundation of a sound education.

The importance of effective study skills in any educational setup can never be underestimated. Indeed, having effective study skills is a precious asset in all facets of life, not just school. The term itself encompasses an expansive range of skills and capabilities, namely efficient time management; reading, writing, critical analytical and research skills, effective verbal communication, among others (Villa & Thousand, 1999). In addition, effective study skills greatly assist students to become more confident, prolific, effective, intellectual, and industrious in all aspects of life – both personal and professional. As such, it is a very critical area in attempting to offer students a sound education “…as the ability of any learner to study successfully depends to a great extent on his fundamental study skills” (Plessis, 2010 para. 1).

The above notwithstanding, effective study skills cannot be taken to mean that they are the ‘sole’ foundation of a sound education. Many other factors come into play. First is the issue of discipline, which is inarguably one of the foremost in guaranteeing a sound education. Indeed, a sound education begins with the internalization of discipline at home, not at school. Afterwards, a school culture of discipline that emphasizes high expectations, rigorous standards, and moral high-ground must be instituted in students for sound education to become a reality (Delisio, 2009).

The second factor that ought to be considered is the teacher-student interactions. The relationship between a teacher on the one hand and students on the other is of fundamental importance in deciding the kind of skills and knowledge that are imparted on the latter. Students, the capacity of study skills notwithstanding, are first and foremost, products of this relationship. Research has revealed that this particular aspect traverses all other aspects in the quest to get a sound education (Villa & Thousand, 1999). It is indeed easy to fathom the fact that it is difficult for a student to develop effective study skills if the link between the teacher and himself or herself is missing. In the light of this, good communication channels, respect, and interest in learning are key ingredients that must be present for any meaningful education to take place.

Lastly, the socialization process is fundamentally important in the quest to achieve a sound education, effective study skills notwithstanding. It is imperative to note that a sound education should be holistic, not partial (Lindberg, 2009). Socialization among students is an important precedent towards a sound education in that it assists the students to engage in collaborative learning, an important facet of any education process (Villa & Thousand, 1999). As such, it can only be said that effective study skills is one – not the sole – foundations of a sound education. Although it can make important contributions towards achieving a sound education, its influence is mediated by the above discussed factors.

List of References

Delisio, E.R (2009). Principals Tough Stand Turns School Around. Web.

Lindberg, O (2009). Undergraduate Socialization in Medical Education: Ideals of Professional Physician’s Practice. Learning in Health & Social Care, Vol. 8, Issue 4, p. 241-249

Plessis, S.D (2010). The Difference between Study Skills, Study Techniques, and Study Methods. Web.

Villa, R.A., & Thousand, J.S (1999). Restructuring for Caring and Effective Education: Piercing the Puzzle Together. New York, NY: Brookes Publishing Company.

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