a healthy diet of studying: empirical evidence, practical tips
DESCRIPTION
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. - PowerPoint PPT PresentationTRANSCRIPT
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A Healthy Diet of Studying: Empirical Evidence, Practical Tips
Regan A. R. Gurung
Professor of Human Development & Psychology
Boise State UniversityFeb. 5th 2010
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Healthy Diet (of studying)?
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The Issue “I studied real hard but I just got a C !!!”
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Main Course
What predicts GPA/Retention? Ways Students do Study. What Works? A Healthy Study Habit Diet
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Predicting GPA: Correlations Meta-analysis of 109 studies.
0 0.2 0.4 0.6
ACT/SAT
Highsch
SES
Skills
Self-efficacy
Commitment
Goals
Motivation
Robbins, Lauver, Le, Davis, Langley, & Carlstrom (2004)
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Predicting Retention: CorrelationsMeta-analysis of 109 studies.
0 0.1 0.2 0.3 0.4
ACT/SAT
Highsch
SES
Skills
Self-efficacy
Commitment
Goals
Motivation
Robbins, Lauver, Le, Davis, Langley, & Carlstrom (2004)
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Predicting Retention
0 10 20 30 40
Skills
Race
Sex
SAT
HSGPA
Astin & Oseguera (2004)
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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?
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Use of Pedagogical Aids
0
0.51
1.52
2.53
3.5
4
(Gurung, 2003; 2004)
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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?
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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]
(Gurung, 2005)
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-0.2-0.15
-0.1-0.05
00.05
0.10.15
0.20.25
What Works? Study techniques and Exam Score
(Gurung, 2005)
NOTE:Metacogntive/CognitiveSkills Significant BUT Less Used (8th and 9th ranked)
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Does using Pedagogical Aids Help?
-0.15
-0.1
-0.05
0
0.05
0.1
0.15
(Gurung, 2004)
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Successful Study Techniques (N = 125)
(Gurung, Weidert, & Jeske, in press)
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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)
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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).
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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).
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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).
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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
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When taking the quizzes, did you take
them _________ before they were due :
0
5
10
15
20
25
30W
eek
2-3d
ays
1 da
y
Nig
ht
Day
(Gurung, 2003)
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On average, when taking the quiz did you:
0
5
10
15
20
25
30
35
Guess Open
Book
Read
First
Copy
(Gurung, 2003)
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Does it Matter?
65
70
75
80
Guess/Open Read First
Exam Scores
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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)
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Self-Assessment is Key: Tech Helps
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Strategy Example ES
Organizing & transforming Making an outline before writing a paper .85Self-consequences Putting off pleasurable events until work is completed .70Self-instruction Self-verbalizing the steps to complete a given task .62Self-evaluation Checking work before handing in to teacher .62Help-seeking Using a study partner .60
Rehearsing and memorizing Writing a mathematics formula down until it is remembered .57Goal-setting/planning Making lists to accomplish during studying .49Reviewing records Reviewing class textbook before going to lecture .49
Self-monitoringObserving and tracking one’s own performance and
outcomes .45Task strategies Creating mnemonics to remember facts .45Imagery Creating or recalling vivid mental images to assist learning .44Time management Scheduling daily studying and homework time .44
Environmental restructuring
Efforts to select or arrange the physical setting to make learning easier .22
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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)
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Recommended Diet for Studying
TESTYOUR
KNOWLEDGE
READ, REHEARSE, REVISE
PLAN YOUR STUDYING
APPLY, EVALUATE, & EXPAND
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The Issue
The Counter-Question HOW did you study?
“I studied real hard but I just got a C !!!”
The Follow-Through Did you……
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Conclusions & Challenges
Optimize HOW you study. Increase metacognition. Increase depth of processing. Facilitate a balanced study diet.
TESTYOUR
KNOWLEDGE
READ, REHEARSE, REVISE
PLAN YOUR STUDYING
APPLY, EVALUATE, & EXPAND