1 / 16

Shhhhhhh…. It’s Homework and Studying time!!

Shhhhhhh…. It’s Homework and Studying time!!. The Self-Assessment Project of Twanesha N. Wilcox. Would you like to know what I’m doing?. Increasing the amount of hours spent studying and doing homework on a daily basis Increasing the amount of work completed while studying on a daily basis

cairo-woods
Download Presentation

Shhhhhhh…. It’s Homework and Studying time!!

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. Shhhhhhh….It’s Homework and Studying time!! The Self-Assessment Project of Twanesha N. Wilcox

  2. Would you like to know what I’m doing? • Increasing the amount of hours spent studying and doing homework on a daily basis • Increasing the amount of work completed while studying on a daily basis • Adjustment Criterion form of intervention

  3. STUDYING STRATEGY EFFECTS ON MEMORY,ATTITUDES, AND INTENTIONS Frank W. Roberts and Donald F. Dansereau • Hypothesis • Note-taking behavior is pervasive in education. • Testing • If there are effects of note-taking format and schedule on test performance measures, post-study ratings of the experience and attitudes and intention measure • If there were differences in verbal ability that would lead to different answers in the above statements • If there is a relationships between verbal ability, study experience ratings, test performance, and attitudes and intentions

  4. Experimental Measures • Independent Variables • Format (how they took notes) • Traditional Linear Summary • Graphic summary (node-link mapping) • Schedule (when they took notes) • Multiple • Massed • Ad lib • Dependent Variables • Free recall • Recognition • Study experience ratings • Assessment of attitudes and intentions concerning stress

  5. Methods • Subjects: 175 students enrolled in psychology courses and they received experimental credit • 60 males, 115 females • Ages ranged from 18 to 39

  6. Methods Procedures • Participants were randomly assigned to a room that would dictate their format condition (3 rooms for each condition) • There were 3 sessions that occurred 48 hours after one another • Participants were presented with stress related material to read and then take notes • The information presented in each session differed and was not carried over to the next session

  7. Sessions • Session 1: signed consent form then completed Delta Reading Vocabulary test • Participants were trained in how to take notes using their format • Summarized for self, sentences and paragraphs • Practiced for 25 minutes • Session 2: varied in schedule (when they took notes) • Multiple: read passing to the asterisk (stopping point) then summarize according to format- continue doing so until passage completed • Massed: read the passage entirely then used format as a study strategy • Ad lib: read passage taking notes throughout and use notes to study • When done they all completed a study experience questionnaire • Session 3: all participants no matter the condition were given 3 minutes to review a passage then it was taken away • Given a free recall test • Multiple choice scantron test (15 minutes) • Attitudes and Intention questionnaire • Debriefing

  8. Results • No note-taking schedule effect on test performance or personal relevance • Those who scored low on Delta Reading Vocab test: Node-linking mapping condition had greater personal relevance than those in linear summary condition • Those who scored high on Delta Reading Vocab test: linear summary condition had greater personal relevance than those in Node-linking mapping condition • Significant interaction of format and schedule on intention to learn about stress management • Multiple schedule significant in learning stress management • Massed schedule: lower intentions for node-link mapping • Ad lib: marginally significant in learning stress management • Personal relevance predicted attitude & intentions toward learning stress management. Discussion • Learner should use a strategy that gains knowledge and enhance behavioral intentions • Node-link mapping may have potential to do both • Can help engage low-verbal ability students

  9. The Read-Recite-Review Study Strategy:Effective and Portable Mark A. McDaniel, Daniel C. Howard and Gilles O. Einstein Hypothesis Even though the preferred study strategy for college students is note-taking and rereading text or notes retrieval may produce robust mnemonic benefits that exceed those of additional study.

  10. Experimental Measures • Independent Variables • Study conditions • Rereading • Note taking • 3R’s (read-recite-review) • Dependent Variable • Test scores • Free recall test • Multiple choice • Short answer questions

  11. Subjects • 72 undergraduates at Washington University in St. Louis • Participated as part of course requirement or were paid $15

  12. Experiment 1: Methods Procedures • 3 study conditions (note-taking, rereading and 3r’s) • 24 participants in each condition • Each read 4 brief passages from Test of English as Foreign Language book • Divided into 30 idea units with 221-283 words • The order in which participants read the passages were counterbalanced • Note-taking group: read each passage twice & take notes while reading • Notes were only for helping memory and would not be accessible during testing • 3R group: read each passage once , recite what they could remember into a tape recorder, then reread • Re-reading group: read each passage twice • 3 mins to solve arithmetic questions & complete demographic questionnaire • Tested on 1st and 3rd passage on free recall test, then multiple choice test (6 questions), & 3 short answer questions (in that order) **1 week later: retested on same info & first time test on other 2 passages

  13. Experiment 1: Results • Time spent studying: note-taking > 3R’s > re-reading • Test scores on all test were better when tested immediately than delayed • Delayed scores were better on information previously tested • Free recall : 3R’s group scored better • No significant difference between other 2 groups • Multiple choice: No significant difference between any of the conditions • Short answer: No significant difference between any of the conditions • 3R recitation: mean recall was significantly lower during recitation than during free recall test • Participants learned more during 2nd reading • Note-taking: 75% of noted ideas were recalled during free recall test; only 32% of non-noted ideas recalled

  14. Experiment 2: Methods Procedures • Each read 2 passages from The World Book Encyclopedia • Pumps passage: 93 units & 864 words • Brakes passage: 100 units & 915 words • Read the passages in the same fashion as Experiment 1 according to condition • Then read passages in self-paced fashion • 3 min solving arithmetic questions and demographic questionnaire • Tested only on 1st passage with free recall , multiple choice and short answer test (in that order) **1 week later: retested on same info & first time test on other passage

  15. Experiment 2: Results • Time spent studying: note-taking > 3R’s > re-reading • Test scores on all test were better when tested immediately than delayed • Delayed test: no significance in performance of prior testing over 1st time testing • Free recall : 3R’s group scored better • No significant difference between other 2 groups • Multiple choice: No significant difference between any of the conditions • Short answer: 3R group and note-taking groups did better than the re-reading group • 3R recitation: mean recall was significantly lower during recitation than during free recall test • Participants learned more during 2nd reading • Note-taking: 26% of noted ideas were recalled during free recall test; only 7% of non-noted ideas recalled

  16. Discussion • 3R method seems easily learned and can be performed efficiently • 3R method can produce memory benefits as well as generative learning • Can be applied in formal and informal learning settings • Students may see 3R method as more attractive because they can implement it without setting aside time for studying

More Related