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A Healthy Diet of Studying: Empirical Evidence, Practical Tips

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.

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A Healthy Diet of Studying: Empirical Evidence, Practical Tips

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  1. A Healthy Diet of Studying: Empirical Evidence, Practical Tips Regan A. R. Gurung Professor of Human Development & Psychology Boise State UniversityFeb. 5th 2010

  2. Healthy Diet (of studying)?

  3. The Issue • “I studied real hard but I just got a C !!!”

  4. Main Course • What predicts GPA/Retention? • Ways Students do Study. • What Works? • A Healthy Study Habit Diet

  5. Predicting GPA: Correlations Meta-analysis of 109 studies. • Robbins, Lauver, Le, Davis, Langley, & Carlstrom (2004)

  6. Predicting Retention: Correlations Meta-analysis of 109 studies. • Robbins, Lauver, Le, Davis, Langley, & Carlstrom (2004)

  7. Predicting Retention • Astin & Oseguera (2004)

  8. 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?

  9. Use of Pedagogical Aids (Gurung, 2003; 2004)

  10. 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?

  11. (Gurung, 2005) 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]

  12. What Works? Study techniques and Exam Score NOTE: Metacogntive/ Cognitive Skills Significant BUT Less Used (8th and 9th ranked) (Gurung, 2005)

  13. Does using Pedagogical Aids Help? (Gurung, 2004)

  14. Successful Study Techniques (N = 125) (Gurung, Weidert, & Jeske, in press)

  15. 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)

  16. 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).

  17. 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).

  18. 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).

  19. 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

  20. When taking the quizzes, did you take them _________ before they were due : (Gurung, 2003)

  21. On average, when taking the quiz did you: (Gurung, 2003)

  22. Does it Matter?

  23. 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)

  24. Self-Assessment is Key: Tech Helps

  25. 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)

  26. Recommended Diet for Studying TEST YOUR KNOWLEDGE APPLY, EVALUATE, & EXPAND PLAN YOUR STUDYING READ, REHEARSE, REVISE

  27. The Issue • “I studied real hard but I just got a C !!!” The Counter-Question • HOW did you study? The Follow-Through • Did you……

  28. Conclusions & Challenges • Optimize HOW you study. • Increase metacognition. • Increase depth of processing. • Facilitate a balanced study diet. TEST YOUR KNOWLEDGE APPLY, EVALUATE, & EXPAND PLAN YOUR STUDYING READ, REHEARSE, REVISE

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