Evaluation of a first-year academic skills course designed to strengthen students’ study habits, time management abilities, and critical thinking skills. The evaluation demonstrated several strengths, particularly its clear alignment with the course’s learning outcomes, ensuring that the data collected directly reflected the skills the program intended to develop. Its mixed-method approach—using surveys, student reflections, and performance tasks—provided a rich combination of quantitative and qualitative insights. Importantly, the results led to tangible improvements, as the university used the findings to revise course modules, introduce more interactive learning activities, and enhance early-semester academic support. However, the evaluation also had notable limitations. Some of the tools lacked depth, especially the short end-of-course surveys, which failed to capture more nuanced aspects of student experience. The timeline of the evaluation focused only on immediate learning gains, offering no insight into long-term skill transfer. Additionally, inconsistent student participation, with some learners not completing reflection forms or assessments, reduced the overall completeness and reliability of the dataset.

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Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Open University Press.