Study Time Allocation Research Articles

Challenges and opportunities related to online studies in higher education

Abstract Technological and societal developments have increasingly led to higher education programs and courses being offered online as distance education. This can mean an opportunity to study regardless of time and place and thereby combining work, family life, and studies. However, online distance studies also introduce problems at the societal, organisational and individual levels. Due to the rapid transformation of the higher education system towards a larger share of digitalized courses and programs, one can expect that the related problems will also increase. Thus, the present study aimed to investigate experiences and thoughts about challenges and opportunities related to online studies among second-semester master’s students. Data was collected via interviews and analysed using a phenomenographic approach. The analysis revealed increased demands on the student, remote communication and social interaction, and varying conditions for studying from home. The demands on self-leadership, social skills, and digital competence had increased compared to previous campus-based studies at a lower level. These findings pinpoint the importance of taking into consideration student awareness and support regarding self-regulation of study planning, time allocation, and execution of assignments. It also includes teacher awareness of creating a sense of community and avoiding a mere task orientation despite the online context.

Bounded Rationality in Study Time Allocation: Evidence Based on Risky Choice Framing Effects.

When allocating study time for the English sections of the National College Entrance Examination or the Postgraduate Entrance Examination, learners often encounter value-test likelihood trade-offs, where questions of similar difficulty may have different points and different likelihoods of being tested. This research explored how individuals allocated study time and whether this process exhibited bounded rationality by examining the risky choice framing effects in study time allocation. The research set up two types of items: 1-point items with a 90% likelihood and 9-point items with a 10% likelihood. Each type of item had the same test likelihood but was expressed in different framings. For the 90% likelihood items, the test framing emphasized that they had a 90% likelihood of being tested. Meanwhile, the non-test framing emphasized that they had a 10% likelihood of not being tested. A total of 41 college students participated in the study, and they were allowed to self-regulate their study time for each type of item. The results showed that learners' study time allocation differed under the two equivalent framings. This indicates that the process of study time allocation is not completely rational, but is rather boundedly rational, which is inconsistent with the expected utility theory.

Integrating Social Media into Educational Strategies: Examining the Impact of Social Media Usage on High School Students’ Academic Performance

Academic achievement shapes future opportunities, and social media significantly influences this. Despite its growing prominence, social media's specific effects on high school students’ academic outcomes in Khyber Pakhtunkhwa, Pakistan, remain unexplored. This study fills this gap by examining how social media usage relates to academic performance, study habits, study time, and perceived benefits among 402 high school students (283 males, 118 females) from 12 public and private schools. Employing a quantitative survey design, we used a "Social Media and Academic Achievement of Students" questionnaire adapted from Peter (2015). The findings reveal that sharing academic information with classmates on social media significantly enhances academic performance. However, social media usage showed no statistically significant effects on study habits and time allocation. Additionally, students reported moderate benefits from using social media for academic purposes. These results emphasize integrating social media in education to enhance student engagement and performance, and underscore the need for effective time management to manage distractions. The study's limitations include its regional focus and the self-reported nature of the data. Future research should explore these dynamics in different regions and with varied methodologies to further validate these findings.

Judgments of learning (JOLs) impact item memory but not source memory: Insights into JOL reactivity using a multinomial model.

Past research has evaluated participants' understanding of their memory by soliciting judgments of learning (JOLs). Importantly, JOLs sometimes change memory for the judged material, leading to JOL reactivity. The cue-strengthening account (Soderstrom et al., 2015) and changed-goal account (Mitchum et al., 2016) propose different mechanisms that lead to JOL reactivity. In the present study, we collected measures that can provide further insight into these mechanisms. Specifically, participants studied related and unrelated word pairs in different colored fonts for a source recognition test. Across three experiments, data were analyzed using a hierarchical Bayesian model of multidimensional source memory to determine how JOLs impact item memory as well as relatedness and color source memory. In Experiment 2, we also compared the effects of making JOLs to making judgments of relatedness (JORs), and Experiment 3 examined how JOLs impact study time allocation. The results of our experiments failed to fully follow predictions of either account. Making JOLs (Experiments 1-3) and JORs (Experiment 2) strengthened item memory for related as well as unrelated pairs, the latter finding not predicted by either account. In addition, JOLs and JORs did not specifically strengthen source memory for relatedness, as the cue-strengthening account predicts, nor did JOLs change study time (Experiment 3), as suggested by the changed-goal account. In all, our results provide novel insight that enhanced item memory may be largely responsible for JOL reactivity, thus adjudicating between candidate explanations. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Efektivitas Belajar Siswa Kelas XI pada Semester Juli - Desember Tahun 2021 di MAN 3 Payakumbuh

This research to eval_uate the effectiveness of the learning process at MAN 3 Payakumbuh during the COVID-19 pandemic, especially after the implementation of the face-to-face learning policy in November 2020. The research method used is quantitative descriptive by analyzing data on time allocation, effectiveness of assignment work, and student exam result. The research results show that the allocation of study time is in the effective category (80%), but there are 20% that are not optimal. The effectiveness of completing assignments is also effective (80%), with 20% of students showing low performance. Meanwhile, the effectiveness of exam results is in the effective category (70%), even though 30% of students experience difficulties. The findings of this study highlight the need for improved time management, student engagement, and understanding of the material to achieve better learning effectiveness.

The Anchoring Effect in Study Time Allocation: Labor-in-Vain versus Labor-and-Gain.

How to allocate study time is an important decision-making problem learners face. Research on this problem can help improve the learning performance of learners and provide guidance for teaching activities. This research aimed to explore the potential of anchors (prior information that may influence individual decision-making and judgment under uncertainty) as clues for study time allocation and examine the effectiveness of study time allocation under the influence of anchors. Sixty-two Chinese university students (Mage = 21.21, SD = 1.74; 44 females) studied 20 word pairs under self-paced learning instructions. These instructions either set a high anchor (i.e., the typical participant spent 15 s learning each pair) or a low anchor (i.e., the typical participant spent 5 s learning each pair) for study time. After a brief distraction phase, participants took a cued recall test. The results showed that the higher the anchor value, the longer the corresponding study time, and the longer the study time, the better the memory performance. These results reveal that there is both an anchoring effect and a labor-and-gain effect in self-paced study time allocation. This study extends the range of observable anchoring effects and provides important information on allocating study time effectively.

Minimizing Misconceptions: Designing an Electrical and Magnetic Syllabus for Prospective Elementary School Teachers Using Predict Observe Explain-Conceptual Change Text (POE-CCT)

This study aims to 1) Obtain empirical data on the needs analysis for developing electrical and magnetic learning devices using the Predict-Observe-Explain (POE) approach assisted by Conceptual Change Text (CCT), and 2) Gather comprehensive information on designing a syllabus for electricity and magnetism using POE assisted by CCT. This qualitative research focuses on the define and design stages of the 4D model and involves 30 second-semester students from the Elementary School Teacher Education Study Program, including 6 men and 24 women, enrolled in the Basic Science Concepts course. Data collection methods included interviews to develop and validate a product based on needs analysis, such as graduate learning outcomes related to the course, relevant study materials, learning methods, time allocation, learning resources, references, learning media, and assessment criteria. The data was analyzed using content analysis techniques. The findings of this study confirm that 1) A learning tool using the POE-CCT approach is necessary to reduce misconceptions among prospective elementary school teachers, particularly in understanding the domains of electricity and magnetism, which are conceptually complex. The designed syllabus aims to address these misconceptions by incorporating POE learning tools assisted by CCT. This includes stages where students predict outcomes and reasons, observe and record their findings, and explain their observations followed by class discussions. 2) The syllabus development stage, based on needs analysis, results in POE learning tools with CCT assistance that promote independent prediction, observation, and explanation. This structured approach enhances active engagement, deeper understanding, and conceptual refinement through collaborative discourse, promising improved comprehension and retention of complex scientific concepts in the classroom.

Examining adaptations in study time allocation and restudy selection as a function of expected test format

Examining adaptations in study time allocation and restudy selection as a function of expected test format

Gender egalitarian attitudes toward family roles and ability, study time, and the academic performance of rural Chinese adolescents

Previous studies conducted in the West have documented the positive role played by gender egalitarian attitudes in determining the academic performances of girls. However, there remains a deficit of studies investigating whether and how different dimensions of gender egalitarian attitudes held by adolescents relate to their academic performance in rural settings. A study of this kind is important in contexts where it is more difficult for adolescents to transcend stereotypes and traditional gender roles. Using data collected from rural China and school-level fixed effect models, this study considers students’ gender egalitarian attitudes along two dimensions: family and ability. Our results showed that egalitarian attitudes toward ability play a significant role in helping girls narrow the gap with boys in math. Further analysis showed that study time allocation partially explains the positive relationship between egalitarian attitudes toward ability and girls’ math scores as well as their overall academic performance. Future policy initiatives could focus on enhancing gender equality awareness among rural children.

Influence of Study Habit on the Academic Performance of Biology Students in Senior Secondary Schools in Port Harcourt Metropolis, Rivers State

The study investigated study habits on academic performance of students in Biology in senior secondary schools in Port Harcourt Metropolis of Rivers State. Four research questions were formulated to guide the study. A descriptive research design was used in the study. Two Hundred and fifty (250) students were randomly selected from five secondary schools in Port Harcourt metropolis. Study Habits and Academic Performance Questionnaire (SHAPQ) was the instrument for data collection. The data collected for the studies were analyzed using frequency counts and mean for the research questions. In computing the mean (X), the response alternatives were assigned on a 4-point Likert scale. The scaling point was used to describe the extent to which the respondents perceived each item. Based on the values, the mean (X) was used to determine the acceptance or rejection of the items. Any item with a mean score of 2.50 and above is a benchmark for acceptance. The findings of this study revealed that allocation of study time, note-taking, learning motivation and memorization are variables of study habits that contribute to students’ academic performance in Biology in senior secondary schools in Port Harcourt Metropolis, Rivers State. It is recommended that Students should be committed to the variables of study habit that will help to improve the study habits of secondary school students on Biology with the help of education Policy makers, Teachers and Parents.

The Educational Evaluation of Tahfizul Quran Program in Boarding School: Stake Model Perspective

This research aims to analyze the education evaluation of the Tahfizul Quran program's planning, implementation, and evaluation using the Stake model perspective in MBS Al-Hidayah Wonopringgo Pekalongan. This study also aims to analyze the obstacles in implementing the program. This research will provide academic contributions to evaluating the Tahfizul Quran program, especially in the MBS Al-Hidayah Wonopringgo Pekalongan. This qualitative study used a field research approach. The data were collected using observation, interview, and documentation techniques. They were analyzed using the Stake model, including contingency and congruence. The results of this research were (1) the planning evaluation of the program was well prepared; (2) The implementation of program evaluation according to the stage of the Stake model: inputs (antecedent), form asatiż/asatiżah met the criteria of the Tahfiẓul Quran graduate school and boarding school. In contrast, the criteria of a graduate’s Bachelor had not been fulfilled. The santri have not fully fulfilled the criteria to read the Qur'an. Aspects of the curriculum already meet the criteria of the Tahfiẓul Quran program but lack the allocation of study time. The process of learning (transaction) was implemented according to the plan. The result of learning outcomes reached the target of each class. (3) Evaluation of the program was conducted routinely at the end of the semester.

Does implicit theory of intelligence moderate judgment of learning-based study time allocation?

Prior research demonstrated that the theory of intelligence (TOI), which included incremental theory (intelligence is a malleable trait and develops incrementally) and entity theory (intelligence is a fixed and stable trait), affected metacognitive control processes. We focused on metacognitive control processes, such as study time allocation, and examined whether TOI moderated the relationship between judgments of learning (JOLs) and study time allocation (JOL-based study time allocation). In the experiments, participants were asked to remember word pairs and make JOLs during the initial study phase. Subsequently, they restudied these in a self-paced manner. Our results suggest that the TOI did not moderate JOL-based study time allocation. Experiment 1 showed that participants allocated more study time to lower JOLs items in a laboratory setting. Experiment 2 obtained similar results in an online setting. These results suggest that individuals devote more study time to poorly learned (lower JOLs) items, regardless of the TOI.

Strategic metacognition: Self-paced study time and responsible remembering.

Metacognition involves the understanding and awareness of one's cognitive processes, and responsible remembering is the notion that people strategically focus on and remember important information to prevent negative consequences for forgetting. The present study examined the metacognitive control processes involved in responsible remembering by evaluating how information importance affects one's allocation of study time and subsequent recall. Specifically, participants were presented with pictures of children along with each child's food preferences (2 foods they like, 2 foods they dislike, and 2 foods they are allergic to and must avoid) to remember for a later test. When making no metacognitive assessments or judging the likelihood of later remembering each food preference (JOL), participants did not strategically study or demonstrate enhanced recall for the most important information (allergies). However, when making judgments of importance (at either the item or global level), participants spent more time studying and best recalled the information that they rated as most important to remember (allergies). Collectively, these results suggest that when people judge the importance of remembering information, whether at the global or item level, study decisions are better informed, resulting in strategic studying and greater recall for information with the most severe consequences for forgetting.

EVALUASI PROGRAM PEMBELAJARAN TAHFIDZ QURAN DI MASA PEMBELAJARAN PANDEMI COVID-19

The Covid-19 virus pandemic that has shaken the world has affected all aspects of life, whether political, economic, social, and educational. During this Pandemic, many schools were forced to close and forced to go online. In the new order era, several pesantren were opened and learning was conducted offline (outside the network). One of them is Pesantren Tahfiz Daarul Quran Takhasus II Cikarang.
 Pondok Pesantren Tahfiz Daarul Qur'an Takhasus II Cikarang is an Islamic boarding school whose focus of learning is memorizing the Qur'an. At the beginning of the pandemic, Islamic boarding schools adopted a policy of repatriating their students as an effort to prevent the spread of the virus and carry out online learning (on the network). The result of this study is that learning tahfiz during the pandemic, both offline and online, is carried out using the sorogan and sima'i techniques. The difference is when online, the allocation of study time is reduced to 2 meetings via WhatsApp Video Call. And when offline learning, tahfiz returns to 4-5 meetings with students using masks and health protocols. The conclusion of this study is that offline Tahfiz learning is more effective than online Tahfiz learning, this can be seen based on the quantity of memorization and student learning motivation which is better when learning Tahfiz face-to-face or offline.

Second Chances in Learning: Does a Resit Prospect Lower Study-Time Investments on a First Test?

Previous studies have shown that the prospect of a resit opportunity lowers hypothetical study-time investments for a first exam, as compared to a single-chance exam (i.e., the resit effect). The present paper describes a first experiment in which we aimed to generalize this effect from hypothetical study-time investments to a learning task allowing for the optimization of actual study-time investments while participants studied pairs of pseudowords for a subsequent multiple-choice test, given either a single chance or two chances to pass. Against our expectations, the results of the experiment showed no resit effect for the amount of actual time participants spent studying the materials in the experimental learning task. To better allow for the optimization of study-time investments, the learning task was adapted for a second experiment to include an indication of passing probability. These results, however, also did not show a resit effect. A third experiment addressed whether it was the investment of actual time that led to this absence of a resit effect with the learning task. The results suggested, however, that it was most likely the lack of a priori deliberation that caused this absence of the effect. Taken together with findings from a fourth questionnaire study showing that students seem to take a resit prospect into account by indicating they would have studied more for an exam if the option to resit would not have been available, these findings lead us to argue that a resit prospect may primarily affect advance study-time allocation decisions.

Motivation-based selective encoding and retrieval.

Rememberers are often motivated to remember certain pieces of information more than they are motivated to remember other pieces. The literature suggests that this motivation results in selective remembering of valuable information and that it yields selective processing of this valuable information during encoding. However, the question of whether or not motivation to remember also elicits selective processing during retrieval is relatively underexplored. To fill this gap, two experiments examined the effect of incentive-based motivation to remember target information on selective encoding and retrieval processes using a paradigm that allowed participants to self-regulate their learning and cued-recall testing under relatively naturalistic settings. The results revealed that motivation yielded selective remembering of the target information and selective processing during encoding (i.e., selective allocation of study time, selective restudy, and selective control over study order), consistent with prior findings. Importantly, the results also revealed that motivation yielded selective processing during retrieval, as rememberers allocated more time to test queries about target information that they were motivated to remember and tended to start the test with these queries. These findings suggest that motivation affects how rememberers answer a cued-recall memory test. More generally, the current research demonstrates that by manipulating motivation and investigating self-regulated learning and remembering, research can advance our understanding of the intricate relationship between motivation, memory, and metacognition.

Revisiting the influence of offloading memory on free recall.

Relying on external memory aids is a common memory strategy that has long allowed us to "remember" vast amounts of information more reliably than with our internal memory alone. However, recent work has provided evidence consistent with the idea that offloading memory demands encourages a reduced engagement in intentional or top-down memory strategies/efforts, leading to lower memory performance in general. Evidence for this view comes from results demonstrating a reduced primacy effect but intact recency and isolation effects when individuals could offload memory demands (but had to unexpectedly rely on their internal memory at test). In the present investigation, we attempt a replication of these critical results, given some inconsistencies in the findings between studies. In addition, we extend the examination of offloading's impact on memory via examining individual differences in reliance on the external store (when available) and different strategies for the use of that store. Results of the replication are generally consistent with previous research. An individual differences analysis yielded results consistent with the notion that increased reliance on an external store can compromise internal/biological memory in the absence of that store. Finally, a verbal model of offloading memory demands within a framework of effort and study time allocation is presented. Together, the results both reinforce extant research and extend it in new directions.

PECULIARITIES OF PHYSICAL EDUCATION IN THE EDUCATION SYSTEM OF MODERN EUROPEAN COUNTRIES

The article analyzes the features of physical education in the education system of modern European countries. The data on the official allocation of study time for physical education lessons are determined, the tendency of preservation or not significant change of the number of hours provided for physical culture and health work in primary and secondary schools is singled out. It is recognized that non-traditional sports have been introduced and popularized in a number of European countries. An example is given of the use of the rugby tag, a game that is popular in modern Romania for all schoolchildren without exception.

The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning

The effect of time pressure on metacognitive control is of theoretical and empirical relevance and is likely to allow us to tap into developmental differences in performances which do not become apparent otherwise, as previous studies suggest. In the present study, we investigated the effect of time pressure on metacognitive control in three age groups (10-year-olds, 14-year-olds, and adults, n = 183). Using an established study time allocation paradigm, participants had to study two different sets of picture pairs, in an untimed and a timed condition. The results showed that metacognitive self-regulation of study time (monitor-based study time allocation) differed between age groups when studying under time pressure. Even though metacognitive control is firmly coupled at 10 years of age, the overall level of self-regulation of adults was higher than that of children and adolescents across both study time conditions. This suggests that adults might have been more sensitive to experiential metacognitive cues such as JoL for the control of study time. Moreover, the timed condition was found to be more effective than the untimed, with regard to study time allocation. Also, there was an age effect, with adults being more efficient than 10- and 14-year-olds.

An Examination of Study Time Allocation as a Contributor to Sex Differences in Multitrial Verbal Learning Performance.

Researchers have noted sex differences in verbal memory performance with females showing a memory superiority effect. Research paradigms have largely incorporated experimenter-timed materials. Therefore, the extent to which self-regulating study time influences this pattern of sex differences is unclear. The researcher reexamined data from a published paper to determine whether sex differences in multitrial verbal learning are minimized when individuals self-regulate their study time, or if sex differences would still remain. The results from this study showed that females outperformed males on subsequent test trials, and they allocated more study time. Controlling for the influence of study time allocation reduced or eliminated sex differences in memory performance, and only study time allocation was related to whether items were gained or lost across trials. These findings suggest the importance of self-regulated learning in reducing sex differences on a verbal memory task and the contribution of study time allocation to memory performance.