Discussion
Study skills’ influence on academic performance
According to our research, the study methods adopted by the sample of 60 students at Champlain College, demonstrate that in certain instances, those methods have a positive impact on grades, but in others, it has not significant impact. First, by looking at the relationship between CRC scores and study skills used, it can be seen that there is a positive impact on grades, although, not a strong one. This correlation demonstrates that people that have higher CRC scores (i.e. above 27) tend to use more study methods than those that have lower scores. In fact, even if there were more students in the higher categories that in the lower ones, by looking at the proportion within each CRC score, we can have a clearer representation of the exact percentage of method usage, and it can be seen that study skills have a positive influence on higher grades. In that matter, the relationship between gender and study habits also demonstrates that study skills have a positive influence on academic performance. By looking at the kind of stu...
Tough explains their analysis and conclusions, by which he reiterates, “… high school grades reveal much more than mastery of content. They reveal qualities of motivation and perseverance - as well as the presence of good study habits and time management skills - that tell us a great deal about the chances that a student with complete a college program” (Tough 153). As apparent in the above text, non-cognitive abilities such as motivation and perseverance are key predictors to the completion of a college degree. In essence, the researchers suggest that the increase in college dropouts is associated with an absence of these character
Before we can look at how grading affects learning Farber suggests we look at how it has affected students (333-334). The greatest effect of being graded happens to the individual. Farber asks, “Did you need grades to learn how to drive?” We have become “grade junkies.” Without the grades students can’t learn (333). Vogel agrees that students believe grades are the motivating factor in learning, but only for the money. Students want the grades because high GPA’s equal high paying jobs (338-339). Another negative effect of grades is that students want the best grade with the least amount of learning but this causes conflict with professors because the professor’s goal is different compared to the student’s (339). Grades have positive effects too. Farber believes that grades give us discipline, but not self-discipline. True self-discipline comes from wanting something not coercion (334). Farber defines self-discipline as revising one paragraph all night because one enjoys it (334.)
To come to a core point of this article, namely students as consumer it is to be said what follows: Elizabeth Boretz presents reasons against the assumption that students just want to receive easy grades without effort. She also presents data on class evaluations and the previously given grades from the lecturer, however these arguments do not allow such a strong conclusion. Surely, it is justified to say students want more but just having high grades. Nevertheless, there are no clues for such a high intrinsic motivation of the students, so that the author at this point puts in too much of her personal opinion.
Students understand the consequences of low grade averages, so they constantly evaluate grades by keeping up with their averages. Low grades cause academic probation. During the probationary period students are encouraged to focus on applying themselves to bring grade averages up to standards. While focusing on averages, students are able to change their study habits or learning styles for instance; some students learn by hands-on-training and others by reading comprehension. The grade scale can determine if a student needs further instructions or tutoring. One the other hand, students study habits play an important role in their grades. If a student makes the wrong decisions about studying and preparing for class their grades will suffer drastically. Study habits need to be evaluated and processed for tips to succeed.
One of the most stressful aspects of high school and ultimately college is the ability (or lack thereof) to form good study habits. One may often hear the dramatic tale of a college student staying up all night in order to receive a good grade on his or her test the following morning. This student either completely fails the test, or does really well. These results depend on the students themselves and their ability to study in this manner. In this essay, I will compare and contrast fellow two of the most popular forms of studying—periodic and cramming—in an effort to allow high school students to effectively choose which form may best work for them.
The data set used for this assignment was the grades.sav data file. The variables used were gender, GPA, total, and final. GPA and final were used in the histogram scales, along with skewness, kurtosis values, and scatter plot. This assignment included a sample size of (N) 105.
Dr.Gurung found that some the most common study techniques that correlated strongly with test scores, were used by students. Contrarily some the strongest techniques such as testing knowledge, was rarely used by students. Therefore, while students focused on the most common study techniques they overlooked some of the most highly effective study strategies. Furthermore,
When it comes to my schoolwork, I tend to be extremely conscientious, diligent, and ambitious. A few of my academic strengths are my organizational skills and ability to think critically. A weakness that I have is test taking; while taking tests I become nervous, and forget the information. I become upset with myself if I earn a C on a test or in a class. Then I consider what I could have done differently to receive a higher grade and apply it to future assignments. I react this way when it comes to my studies, because my dad used to get upset with us if we received anything below a B in specific subjects. For example, if we got a C in math my dad would say, “You don’t know how to count? I guess I will stop giving you money since you cannot count it.” He would also reward us for being able to count and getting good grades. When I was a little girl, he used to put out money and give us 30 seconds to count it, if we counted
Finally, it is a general opinion among many that academic performance is a manner of will and determination of an individual rather than their socioeconomic status. For instance, in schools of higher learning, there are a lot of students from richer backgrounds who do not perform well as compared to those perceived to be from poor backgrounds (Sacerdote, 2002). Research has shown that while socioeconomic status may influence the availability or access to learning materials, it is the student’s personal determination to excel that determines the kind of lifestyle they
For my critical thinking and self-efficacy scores, I felt that my results were again somewhat true in correspondence to my studying strategies and
People always like to use one way, which is most of time to use that. Especially in study, people think if this study habits or ways can improve their grade. This is might be a good habit, and being suit in every stage. Actually, every single time people go to the different places, maybe the other way or habits can help us more. Make an example use my personal experience. I am very like to study Chinese, not only a language, rather than a subject. In old century, we have a famous pome, his pomes attracted a lot of people to remember it, also include me. But I’m a middle school student, totally we have nine subjects need to study, that’s very exhausted. I spent a lot time on it, when I go to the high school, this habit let me just get low grade.
Study Habits - the things that the students are doing in order for them to attain better
In academic life, skill and effort are not synonymous; the effort does not guarantee a success, and the ability starts to become more important. This is due to some cognitive ability that allows the student make a mental preparation of the causal implications the management of identities of skill and effort. Such self-perceptions, even though they are complementary, they do not present the same weight for the student; According to the model, perceived how adeptable is the central element. In this sense, in the school context teachers value more effort than the skill. In other words, while a student waiting to be recognized by their ability (which is important for your esteem), the classroom acknowledged their effort. Accordingly, three types
Being a successful student and achieving continued academic success is fundamental in order to complete an associate degree and become a successful professional. College is challenging, but it can be a rewarding growth experience and easier when setting up goals. Having educational and career goals helps students keep the focus and motivation. Besides, having knowledge of different learning styles can help students learn about themselves and increase efficiency while studying. Writing skills learned in college are also a powerful tool for both academic and career success. The campus is a great place to find tools to succeed and achieve continued academic success. It is also important to keep academic honesty as a good habit and as a value of integrity throughout college and later on in the professional environment.
performance of the college students. The study uses an appropriate sample of 200 students and