1 / 30

A Healthy Diet of Studying: Empirical Evidence, Practical Tips

A Healthy Diet of Studying: Empirical Evidence, Practical Tips. Regan A. R. Gurung Professor of Human Development & Psychology Boise State University Feb. 5th 2010. Healthy Diet (of studying)?. The Issue. “I studied real hard but I just got a C !!!”. Main Course.

ninon
Download Presentation

A Healthy Diet of Studying: Empirical Evidence, Practical Tips

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. A Healthy Diet of Studying: Empirical Evidence, Practical Tips Regan A. R. Gurung Professor of Human Development & Psychology Boise State UniversityFeb. 5th 2010

  2. Healthy Diet (of studying)?

  3. The Issue • “I studied real hard but I just got a C !!!”

  4. Main Course • What predicts GPA/Retention? • Ways Students do Study. • What Works? • A Healthy Study Habit Diet

  5. Predicting GPA: Correlations Meta-analysis of 109 studies. • Robbins, Lauver, Le, Davis, Langley, & Carlstrom (2004)

  6. Predicting Retention: Correlations Meta-analysis of 109 studies. • Robbins, Lauver, Le, Davis, Langley, & Carlstrom (2004)

  7. Predicting Retention • Astin & Oseguera (2004)

  8. Use pedagogical aids (Gurung, 2004; Weiten, Guadagno, & Beck, 1996). 240 students (Two sections); 4 exams; Correlational Assessment post-exam 1 and 4. How do Students Study?

  9. Use of Pedagogical Aids (Gurung, 2003; 2004)

  10. Use study techniques (Bol et al., 1999; Gettinger, & Seibert, 2002). 229 students (Gurung, 2005). Assessed which of 11 study methods they used. How do Students Study?

  11. (Gurung, 2005) How do Students Study? Use of Study Technique ( 1= Never 5=All the Time) 4.01 Read your notes [Repetition] 3.37 Read the text [Repetition] 3.33 Think of mnemonic devices [Cognitive] 3.25 Re-write notes [Repetition] 3.15 Review highlighted info. [Repetition] 3.11 Memorize through repetition [Repetition] 2.96 Review figures and tables in text [Repetition] 2.89 Make up examples/apply [Cognitive] 2.62 Test your knowledge. [Metacognitive] 2.18 Take notes from the book [Cognitive] 2.07 Study with a friend [Cognitive/Metacognitive]

  12. What Works? Study techniques and Exam Score NOTE: Metacogntive/ Cognitive Skills Significant BUT Less Used (8th and 9th ranked) (Gurung, 2005)

  13. Does using Pedagogical Aids Help? (Gurung, 2004)

  14. Successful Study Techniques (N = 125) (Gurung, Weidert, & Jeske, in press)

  15. Does studying ‘more’ Help? • Yes (Strage et al., 2002) • Yes (Gurung, 2004) • No (Dickinson & O’Connell, 2001) • No • (Gurung, 2005) • (Gurung & Mccain, in press) • (Gurung, Weidert, & Jeske, in press) • (Gurung, Daniel, & Landrum, under review)

  16. What Works? • Repetition for small amounts of information • (Gettinger & Seibert, 2002). • Cognitive processing • (Balch, 2005; Carney & Levin, 1998; Chen & Daelhler, 2000). • Procedural/organizational based skills • (Dickinson & O’Connell, 2001; Elliot et al., 1999) • Metacognitive-based skills • (Elliot, McGregor, & Gable, 1999).

  17. What Works? • Routine in class quizzing • (Connor-Greene, 2000;Taraban, Maki & Rynearson, 1999). • Introduce study strategies/goals • (Fleming, 2002) • Active note taking • (Katayama, Shambaugh,& Doctor, 2005). • Reading material before class • (Solomon, 1979; Uskul & Eaton, 2005).

  18. More Cognitive Skills: Study Guides • Forcing study guide use helps • (Dickson, Miller, & Devoley, 2005). • Use leads to increase in exam scores • (Flora & Logan, 1996). • More effective than optional web-based activities • (Daniel & King, 2003). • Voluntary online questions help • (Grimstad & Grabe, 2004).

  19. More Metacognitive Skills: [Online]Quizzes • Increases exam scores • Brothen & Wambach, 2004; Daniel & Broida, 2004 • Insures Timely reading of material • Marchant, 2002 • Must be Timed • Randomly select questions from a large pool

  20. When taking the quizzes, did you take them _________ before they were due : (Gurung, 2003)

  21. On average, when taking the quiz did you: (Gurung, 2003)

  22. Does it Matter?

  23. Self-Assessment is Key: Tech Helps • Get a sense of what you are not doing: • Approaches and Study Skills Inventory for Students (ASSIST, Entwistle, 2009) • Study Behavior Checklist (Gurung, et al. in press)

  24. Self-Assessment is Key: Tech Helps

  25. WHY MORE METACOGNITION? BEWARE THE CURSE • Recognition vs. Knowing • Curse of (perceived) knowledge: • The Feeling of knowing when material is in front of you (Koriat & Bjork, 2005)

  26. Recommended Diet for Studying TEST YOUR KNOWLEDGE APPLY, EVALUATE, & EXPAND PLAN YOUR STUDYING READ, REHEARSE, REVISE

  27. The Issue • “I studied real hard but I just got a C !!!” The Counter-Question • HOW did you study? The Follow-Through • Did you……

  28. Conclusions & Challenges • Optimize HOW you study. • Increase metacognition. • Increase depth of processing. • Facilitate a balanced study diet. TEST YOUR KNOWLEDGE APPLY, EVALUATE, & EXPAND PLAN YOUR STUDYING READ, REHEARSE, REVISE

More Related