Effectiveness of cognitive/relaxation therapy and study-skills training in reducing self-reported anxiety and improving the academic performance of test-anxious students.

1986 ◽  
Vol 33 (2) ◽  
pp. 131-135 ◽  
Author(s):  
Kenneth M. Dendato ◽  
Don Diener
Keyword(s):  
Academic Performance ◽  
Study Skills ◽  
Skills Training ◽  
Relaxation Therapy

scholarly journals Effectiveness of Remedial Teaching for Improving the Academic Performance of Poorly Performing Phase 1 Medical Students in Biochemistry Discipline at Government Medical College, Kozhikode, Kerala

2021 ◽  
Vol 8 (34) ◽  
pp. 3193-3199
Author(s):  
Shaji Sreedhar ◽  
Sandeep Appunni
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Study Skills ◽  
Academic Support ◽  
Skills Training ◽  
Government Medical College ◽  
Medical College ◽  
Remedial Teaching ◽  
Group A ◽  
Group B

BACKGROUND Remedial teaching is an educational programme for increasing the academic performance of poorly performing students in a curriculum. Remedial teaching is finding specific learning difficulties in low achieving learners who are lagging behind in academics and providing them with necessary support and guidance to bring their academic performance closer to the required standard and to prevent them from occurring in future. METHODS This quasi-experimental study was conducted among first year medical students at Government Medical College, Kozhikode, Kerala from December 2019 to February 2020. All the sixty-four students who scored less than 50 % of marks in Biochemistry first internal examination were identified as poor performers. They were divided in to two groups, A and B, each consisting of thirty-two students by simple random method. The study skills of group A and group B students were assessed using study skills assessment questionnaire. They were also assessed on non-academic problems that affect their studies through open-ended interviews. Both the group students received academic support that included conceptual learning, logical thinking, reasoning skills and answering methods. In addition, group A students were given remedial teaching comprising study skills training, counselling sessions and motivation classes. At the end of eight weeks, a summative assessment was conducted for both the groups. A four-point Likert scale feedback questionnaire on remedial teaching was collected from group A students. Statistical analysis was performed using Statistical Package for Social Sciences (SPSS) version 16. RESULTS The mean mark of group A that received remedial teaching was significantly higher (P < 0.0001) than group B. The difference in mean marks between pre-test and post-test in group A was statistically significant (P < 0.0001). CONCLUSIONS Remedial teaching sessions are effective for improving the academic performance of poorly performing students in the subject of Biochemistry. KEYWORDS Remedial Teaching, Academic Support; Study Skills; Counselling; Motivation

Computer-Based Study Skills Training: The Role of Technology in Improving Performance and Retention

2002 ◽  
Vol 4 (1) ◽  
pp. 67-78 ◽  
Author(s):  
M. Zinatelli ◽  
M. A. Dubé ◽  
R. Jovanovic
Keyword(s):  
Academic Performance ◽  
Treatment Group ◽  
Study Skills ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Skills Training ◽  
Future Research ◽  
Use Of Time ◽  
Computer Based ◽  
Pre Treatment

The influence of computer-based study skills training on the academic performance of first year chemical engineering students was investigated. Students were randomly assigned to a treatment group that used R.E.S.U.L.T.S.© study skills software and a comparison group that did not use the software. Pre-university and first-term university academic performance measures of these groups were compared. Student goals, use of time, self assessments, and feedback were also examined. Although improvements in post-treatment performance were observed, pre-treatment group differences were also found to exist. Despite this limitation, the findings provide useful insights concerning what helps students learn. They also raise questions for future research.

ELIXIR TO EXAMINATION STRESS AMONG STUDENT - STUDY SKILLS TRAINING AND SYSTEMATIC DESENSITIZATION

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Jyoti Baijal
Keyword(s):  
Study Skills ◽  
Knowledge Society ◽  
Skills Training ◽  
Well Being ◽  
Systematic Desensitization ◽  
Performance Study ◽  
High Stakes ◽  
Deficit Model ◽  
Examination Stress ◽  
And Performance

Examination stress is a ubiquitous phenomenon that has, in the present times, adversely affected the learning outcomes and performance of the students at all levels- primary, secondary or higher education. It’s increasing intensity specifically among students appearing for high stakes board examination evokes a response from the teaching fraternity at the earliest. The reason being that a prolonged experience of stress with respect to evaluative situations is bound to prove detrimental to the mental, physical and emotional well-being of the students. For the nation to develop and progress towards a knowledge society, it is imperative that the students are taught to cope with stressful stimuli and improve performance. Study-Skills Training is an intervention intended to improve their study and test- taking habits and skills. It is based on a cognitive-deficit model which is directed towards improving a variety of cognitive activities that affect the organization, processing and retrieval of information and thereby help in reducing the experience of examination stress. Systematic desensitization as a process can be used to unlearn anxiety reactions by replacing the anxiety response with a calm, relaxed state. Thus, a combination of study-skills training and systematic desensitization has been shown to be effective and superior in alleviating test anxiety

An Intervention Program for Advancing the Academic Performance of International Pathway “STAR”

2018 ◽  
pp. 71-95
Author(s):  
Donna Marie Velliaris
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Study Skills ◽  
Intervention Program ◽  
Independent Study ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Students At Risk ◽  
Support Strategy ◽  
Directed Learning

As part of an intervention and support strategy, this chapter discusses the evidence-based merits of a tertiary skills development (TSD) course delivered at the Eynesbury Institute of Business and Technology (EIBT) to “students at risk” (STAR). The effectiveness of the TSD course was measured via quantitative means by comparing students' academic performance before, during, and after TSD intervention. It was found that student performance analysed over three consecutive trimesters underwent a significant improvement when the support strategy was provided, followed by a small downturn in performance when the support was removed and students were again relying solely on their independent study skills and self-directed learning.

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