Good Study Habits Research Articles

Personality and Academic Performance of Three Cohorts of Veterinary Students in South Africa

To aid in selecting students for admission to undergraduate veterinary training, admissions procedures often take into account students' previous academic performance as well as the results of an interview. The study reported here investigated the relationship between personality and academic success. Students from three entry cohorts to the second year of study of a six-year BVSc program at the University of Pretoria completed the 16 Personality Factor Questionnaire. A meta-analytic approach was used to estimate the relationship between academic performance in two major final-year subjects and academic performance on entry, an interview score, and the personality factors. The study confirmed the value of previous academic performance and the interview in selecting students for the veterinary degree program. The findings also indicate that the inclusion of a measure of intellectual ability could be of value. The value of various personality characteristics in predicting good study habits and examination performance is highlighted by the study results: students were more successful if they were conscientious, emotionally stable, socially adept, self-disciplined, practical rather than imaginative, and relaxed rather than anxious. It appears worthwhile to consider including an appropriate personality questionnaire in the selection process to improve the accuracy of predictions of students' success. A sound personality make-up will not only increase the likelihood of academic success but should also be beneficial in the successful management of a veterinary practice and in enjoying veterinary science as a career.

Basic Sciences Self-Test (Out of Print)

OPEN ACCESSJanuary 24, 2007Basic Sciences Self-Test (Out of Print) Raziel Hakim Raziel Hakim Howard University College of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.137 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractThis web-based self-assessment program is a collection of over 3,000 multiple-choice, true-false, matching, and extended matching questions. Users can create customized quizzes by selecting the number and difficulty level of questions from a variety of topics within the fields of cell biology, histology, gross anatomy, and neuroanatomy. After completing a quiz, a score and list of questions taken are presented. Questions answered incorrectly are highlighted, and selecting any question returns the user to that question; the correct answer is highlighted, and explanations or references may be present. In the author's experience, the implementation was most effective when (1) it was used for credit as it incentivized completion, (2) required quizzes were completed after studying, (3) a predetermined pass level (i.e., 80% for medical students) was set, and (4) students were permitted to repeat quizzes until they passed. When the quizzes are used as part of a course, the pass rates of the students appear to increase. We recommend that a user register the first time they access the site and then log in. Registered students can review their previous quizzes. Faculty with administrative access can create new questions, sort copies of questions already present into new topics, view aggregate data on usage, and review data on use of any individual question. For more information, contact the author. Educational Objectives The purpose of this resource is to provide a question set for topic preview and exam preparation to encourage good study habits and independent learning. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Web Link Access_137.pdf To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2007 Hakim. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives license.KeywordsSelf-Evaluation ProgramsCytologyMCQMultiple-Choice Questions Disclosures David Hakim devised and owns the engine, which he makes available for public use in the context of Self-Test, at the self-test site. Funding/Support None to report. Prior Presentations Hakim RS, Hakim D. Development of a web-based self-assessment program for use in multiple courses and contexts. Poster presented at: IAMSE 2003 Annual Meeting: October 2, 2002. http://doi.org/10.1017/s1049096503002324 Loading ...

Female Students Perceived Causes of and Solution to Examination Malpractice in the Asa Local Government Implication for Counselling

Examination malpractice is rated as one of the greatest problems that undermine the foundation of educational practice in Nigeria today. The magnitude of the problem and the dangers posed by the phenomenon have been identified by stakeholders as national malady that require drastic solution. Thus, this study attempted to investigate the view of female students about the causes o f and solutions to examination malpractices. A total of five hundred female students were sampled from ten selected schools in Asa Local Government Area of Kwara State for the study. Data were collected with the use of researcher developed questionnaire. Two (2) research questions were raised and answered using frequency counts, simple percentage and means scores. Three (3) hypotheses raised for the study were tested at 0.05 alpha level. However, results indicated that societal preference for paper qualification; inadequate preparation for examination, lack of self-confidence, ill equipped schools, lack of good study habits and host of others were considered by female students as the causes of examination malpractice. The identified solutions range from restoring discipline in every facet of our national life, strict and thorough invigilation, employment of function counsellors in schools etc. Based on these findings, it was recommended that the government should sensitizes all citizens to basic ethical values of self-worth, dignity of labour, integrity and personal responsibility. Guidance counsellors should be employed and posted to secondary schools to help students in self-understanding and self-management as well as the development of effective study habits in relation to how they can utilize their assets and manage their abilities for optimal development.

Psychological Facilitation of Academic Achievement of Nigerian Students

Many students enter schools and colleges with remarkably poor study habits and skills, which may not be their fault. Experience has even shown that educational system of this country does not make provision generally in the way of formal instruction on good study habits and skills. Be that as it may, the current paper would remedy to some extent the oversight by offering the insights into some psychological principles and techniques that can facilitate academic achievement of Nigerian students. Nigerian Journal of Clinical and Counselling Psychology Vol.8(1) 2002: 1-14

Parental Involvement: What Do We Really Know About It?

Research concerning two primary perspectives of parental involvement are examined in this article. One of the important questions posed asks, “Just how much variation in students’ scores on achievement tests can be attributed to school-level differences in parental involvement?” Research suggests that the answer is “very little.” What appears to matter more is parental encouragement through parental and child relationships and activities that support children’s learning and good study habits; such parental and child relationships have the higher positive correlation with student achievement.

A Grading Method That Promotes Competency and Values Broadly Talented Students*

AbstractThis paper reports the results of a recent experiment in student performance evaluation. A criterion‐referenced, rather than the typical norm‐referenced scheme, was supplemented with a reward system designed to value students with a diverse set of academic talents. For example, the ability to solve “traditional looking” engineering analysis problems and the ability to thoroughly explain how phenomena occur (independent of the ability to work to a final “answer”) were equally valued. Value was measured by the course grade. The goals of the experiment were: (1) to ensure that all students who succeeded in the class possessed a baseline competence in the subject matter; (2) to value (in the form of high grades) a diverse set of talents; and (3) to encourage students to develop good learning habits. The experiment was implemented by teaching a sophomore core engineering course with a team of two faculty members and two graduate teaching assistants handling 187 students. One faculty member was responsible for the classroom teaching activities while the other focused exclusively on developing and implementing the evaluation instruments. The instruments consisted of four types of examinations, each designed for a specific purpose and administered at distinct times during the semester. Quantitative results, including associated statistical analyses, are given. We conclude that it is possible to establish criterion‐referenced schemes that value student skill diversity while encouraging good study and learning habits. The assessment instruments, however, are psychologically stressful to many students who are unaccustomed to them.

From Thought to Action: Effects of Process-Versus Outcome-Based Mental Simulations on Performance

Mental simulations enhance the links between thought and action. The present research contrasted mental simulations that emphasize the process required to achieve a goal versus the outcome of goal achievement. For 5 to 7 days prior to a midterm examination, college freshmen mentally simulated either the process for doing well on the exam (good study habits) or simulated a desired outcome (getting a good grade) or both. A self-monitoring control condition was included. Results indicated that process simulation enhanced studying and improved grades; the latter effect was mediated by enhanced planning and reduced anxiety. Implications of process and outcome simulations for effective goal pursuit are discussed.

A comparison of training programs intended for different types of test-anxious students: Further support for an information-processing model.

The purpose of this study is to further investigate the suggestion made by Naveh-Benjamin, McKeachie, and Lin (1987) regarding the distinction between two types of high test-anxious students who can be differentiated by their information-processing skills. The first type consists of students with good study habits who have difficulties mostly in retrieval for a test. The second type consists of students with poor study habits who have problems in all stages of processing. Each of the 84 high test-anxious university students was subjected to either desensitization or study skills training

High school chemistry as preparation for college chemistry

College chemistry professors would prefer to see high school students develop such personal traits and learning skills as motivation and interest in science, ability to read and write, an inquisitiveness, good study habits, and the ability to do experiments and solve problems.

What, Me Study? Some Suggestions to Make a Hard Job Easier

Research Article| March 01 1977 What, Me Study? Some Suggestions to Make a Hard Job Easier Ronald M. Knaus Ronald M. Knaus Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (1977) 39 (3): 180–181. https://doi.org/10.2307/4445853 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Ronald M. Knaus; What, Me Study? Some Suggestions to Make a Hard Job Easier. The American Biology Teacher 1 March 1977; 39 (3): 180–181. doi: https://doi.org/10.2307/4445853 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright 1977 National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

A New Approach for Identifying Appropriate Individual Study Behavior

In trying to help students succeed in school and college, teachers and counselors have been especially concerned about study methods. One of the first questions asked of students is: Do you have good study habits? In asking this question the teacher or counselor assumes that there are good study habits that the student should use if he is to succeed academically. The counselor has usually come to this conclusion through his own experiences or through information he has heard or read. How accurate is this conclusion? Is there any experimental evidence that indicates which study methods a particular student should use? Unfortunately, at the present time proof appears to be lacking. Although it is not possible to support this statement completely within the limits of this article, several comments should help clarify the point. Various studies have indicated that school and college success can be attained by students who do not use socalled good study habits (1). Brooks and Heston (2) and Danskin and Burnett (3) found that academically successful students did not use the identified good study habits to any great extent. Other published research on this point also suggests this conclusion. In their development and validation studies of the Survey of Study Habits and Attitudes, Brown and Holtzman were able to obtain mean coefficients of correlation of .42 and .45 for college men and women, and of .48 and .51 for high-school boys and girls between grades and scores on this study habits instrument (4). These data

Do Reading Workbooks Increase Achievement?

Reading workbooks, a costly item in many school budgets, have been in use for approximately thirty years. Despite the recommendations of many authorities, educators do not agree on the value of these books. Some teachers believe that workbooks help in developing vocabulary, in reinforcing and maintaining skills, and in individualizing instruction. Other teachers argue that workbooks are too expensive, that it takes too long to correct them, and that they prevent the development of good study habits and independence in reading. Most of the research on the issue deals with teachers' opinions. Few studies give comparative data on actual class achievement. An early report of experimentation describes the work in only one class and does not indicate the use of any tests of significance (1). A more recent study compared the achievement of one first-grade class that did not use workbooks with the achievement of several first-grade classes that did use workbooks. The c clusions seem reasonable, but they were based on action research, and the data were not subjected to statistical analysis (2). The experiment described in this article was carried out in third grade and lasted four weeks.

Student Prediction of Examination Questions

Final examinations cause much discussion and no little concern among students generally. The cultivation of good study habits ought to begin with the earliest school years. Lack of such frequently accompanies test worries. Only too often parents and teachers alike fail to direct youth into proper disciplines for learning. Occasionally a student tells someone he has chosen to room in a private home because he wishes to concentrate where it is quieter than in dormitory or fraternity house. How to encourage an advisee or a college group to begin the formulation of systematic, orderly preparation of assignments in language, history, science or any other course is a real problem for one who likes to see good minds do more than passing work. The teacher of biology can scarcely take several weeks of precious time in trying to orient and train classes in the techniques that have proved effective for himself in mastering facts and principles. He must throw out hints and suggestions as side-issues. In college work there is little opportunity for old-fashioned drill. Yet for many people this is the proved way of making facts stick. Usage alone creates the groove that results in retention. But it must be the hearer, not the lecturer, who does the using. Phrases such as transition from water to land become meaningful only when they are put into expression by the individual himself. Advanced teaching begins properly with exposure. It should not end there. Whoever haunts ivied halls is expected to assimilate and store the knowledge stream which tumbles so turbulently onward from period to period. There 's not much chance to impound it. He comes in contact with so much concrete information continuously bubbling forth from the fountain head that he does not distinguish clearly between is important and is not. Modern textbooks in science are increasingly encyclopedic as well as technical. If the book is to become a useful tool considerable attention must now be paid toward making it intelligible. Occasionally it is well to do a little investigating. What a student thinks about this or that topic, procedure, or aim may be very revealing. Everything is so crystal clear to the instructor as he looks ahead, or back upon, familiar vistas already seen repeatedly. It may not prove so for the beginner. One institution has provided Review Days for instructional benefit. The professor could use this time in formal summary, for answering questions, or in conference. Class attendance was not compulsory. It was expected that it be used constructively in preparation for the inevitable tests. As high as fifty per cent in biology came as usual. Of course, some asked what they should study. In answer a topical outline has often been issued covering major points. Nearly always the kind of survey was held which exposed student ideas of important principles. At one time on the last day of formal classes before the first semester finals P11 those in General Biology were asked to write and return, signed or unsigned, the special question of merit which it was felt would very likely be asked because worthy of remembering. It was hoped that a check would result on (a) how well the instructor had been followed in had been emphasized; (b)

Teaching High-School Pupils How to Study

As part of a larger study the purpose of which is a bettered articulation between high school and college, how-to-study courses have been conducted in several large secondary schools in Buffalo. A number of the classes have been instructed by the writers. The content of these courses, together with their effects on school work, is described in the following pages. The course netted one-half unit of high-school credit. The pupils were required to do a moderate amount of home study and to pass a simple final examination. They were particularly encouraged to apply the suggested study techniques, although no method of checking was devised to see how frequently they did so. The class training included instruction in each of the following units: (i) the value of good study habits and of a good high-school record; (2) note-taking; (3) improvement of reading ability; (4) the theory of habit formation and how to apply it; (5) improvement of memory; (6) problemsolving, reflective thinking, and the scientific attitude; (7) methods of preparing for and of writing examinations; (8) improvement of vocabulary (especially emphasized in Experiments A and C); and (9) the use of the library (included only in Experiments C and D). In addition, every effort was made in short, after-school chats and in one personal conference with each pupil to improve the morale of the individual by showing him his academic potentialities, by helping him plan a course of study to achieve his educational goal, and by aiding several to regain a lost self-confidence. Among the last named were a few pupils who made notable gains in their school averages. I This study was made possible through a grant from the General Education Board. The writers wish to express their appreciation of the helpful co-operation of M. Smith Thomas, principal of Hutchinson Central High School, and of Frank R. Gott, principal of Lafayette High School, both of Buffalo.