scholarly journals Combating Unintended Consequences of in-Class Revision Using Study Skills Training

2012 ◽  
Vol 11 (1) ◽  
pp. 99-104 ◽  
Author(s):  
Elizabeth Arnott ◽  
Margaret Dust
Keyword(s):  
Study Skills ◽  
Effective Means ◽  
Skills Training ◽  
Study Time ◽  
Unintended Consequences ◽  
Massed Practice ◽  
Time Estimates ◽  
Negative Effect ◽  
Exam Scores ◽  
Student Confidence

In order to assess the most effective means of revising course material in-class, the researchers manipulated the type of revision (spaced after each chapter versus a single, pre-exam revision) and collected exam scores, student study time estimates, and student confidence estimates. In addition, the researchers manipulated whether the class received a study skills training lecture at the beginning of the semester. Results indicated that a single, massed revision might have a counterintuitive effect, increasing student confidence, while decreasing study time and exam scores. This negative effect, however, was mitigated by a brief study skills training that highlighted the dangers of overconfidence and massed practice.

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

Intended and Actual Changes in Study Behaviors in an Introductory and Upper-Level Psychology Course

2020 ◽  
pp. 009862832097989
Author(s):  
Shaina F. Rowell ◽  
Regina F. Frey ◽  
Elise M. Walck-Shannon
Keyword(s):  
Retrieval Practice ◽  
Study Time ◽  
Study Behaviors ◽  
Exam Scores ◽  
Upper Level ◽  
Psychology Course ◽  
Over Time

We examined self-directed studying of students in an introductory (Study 1) and upper-level (Study 2) psychology course. Students reported their study behaviors for Exam 1 and 2, and wrote Exam 2 study plans. In both studies, students planned to and ultimately did use more active strategies for Exam 2 than Exam 1. However, they struggled to follow through on plans to space studying over time. In Study 1, we also found that greater use of active strategies (e.g., retrieval practice) was associated with higher exam scores when controlling for factors such as study time. Our findings highlight that students across course levels are interested in changing their study behaviors and we note implications for instructors.

Reflections on a Study Skills Training Program at a University in Limpopo Province, South Africa

2015 ◽  
Vol 42 (1-2) ◽  
pp. 157-163
Author(s):  
Tshimangadzo Daniel Sikhwari ◽  
Jace Pillay ◽  
Bennie Grobler
Keyword(s):  
South Africa ◽  
Training Program ◽  
Study Skills ◽  
Skills Training ◽  
Limpopo Province

scholarly journals The Dark Side of Narrow Gamification: Negative Impact of Assessment Gamification on Student Perceptions and Content Knowledge

2020 ◽  
Author(s):  
Hee Yoon Kwon ◽  
Koray Özpolat
Keyword(s):  
Student Perceptions ◽  
Content Knowledge ◽  
Negative Impact ◽  
Unintended Consequences ◽  
Dark Side ◽  
Final Exam ◽  
Classroom Activities ◽  
Course Experience ◽  
Exam Scores ◽  
Game Elements

We explored the effects of assessment gamification on students’ content knowledge and perceptions of satisfaction, course experience, learning, and impact of teaching techniques. The course preparation, attendance, quizzes, classroom activities, and team projects of an undergraduate operations and supply chain management course had game elements that accumulate to team advantages in the collaborative midterm and final exam. Interestingly, we found that gamifying assessment activities resulted in significantly lower content knowledge, satisfaction, and course experience. Difference in perceived learning was not significant. Also, team exam scores were significantly lower in the gamified group, whereas individual exam scores were not significantly different. This study contributes to the literature by providing empirical evidence that gamification in classroom may produce unintended consequences and implementing gamification restrictively to assessment is ineffective at best. Directions for further research are discussed.

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