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1.
The purpose of this investigation was to quantitatively and qualitatively identify the study methods and learning strategies that veterinary students used to study anatomy during their first year of professional school and to correlate these with their academic achievement and long‐term recall of information. It was surmised that active study methods would be more beneficial than passive method, but this hypothesis was not supported. The activity or passivity of each study method was secondary to the way in which the students processed the learning. No single study method was associated with academic success or long‐term recall; instead, successful students used a multitude of study methods while the struggling students relied on a single method alone, although these methods varied from student to student. Students and their study methods were profiled using the qualitative technique known as phenomenographic analysis to find those who studied in a deep or surface way. The deep‐processing students, who commonly used multiple study methods, not only succeeded in the class but also had better recall. Students who relied on a memorization‐heavy surface approach to learning had limited recall and tended to perform poorly in the class. These results strongly suggest that by encouraging students to integrate their studying by using multiple methods educators can improve both student grades and recall of complex topics. Anat Sci Ed 1:68–74, 2008. © 2008 American Association of Anatomists. 相似文献
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Lynn Meltzer Ranjini Reddy Laura Sales Pollica Bethany Roditi Julie Sayer Christina Theokas 《Learning disabilities research & practice》2004,19(1):33-44
This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction. 相似文献
4.
The attitudes and the self‐efficacy that characterize learners relative to the Internet have been identified as important factors that affect learners’ motivation, interests and performance in Internet‐based learning environments. Meanwhile, learners’ perceptions of the Internet may shape learners’ attitudes and online behaviours. This study investigates university students’ attitudes and self‐efficacy towards the Internet, and explores the role that university students’ perceptions of the Internet may play in their Internet attitudes and self‐efficacy. The results indicate that university students demonstrate positive attitudes and adequate Internet self‐efficacy and that these students are more inclined to view the Internet as a functional tool—a functional technology. Gender differences exist in university students’ attitudes towards, and perceptions of, the Internet; that is, male students demonstrate Internet attitudes that are more positive than those of their female peers. Furthermore, students who perceive the Internet as a leisure tool (e.g. as a tour or a toy) show more positive attitudes and communicative self‐efficacy than students who use the Internet as a functional technology. Educators and researchers need to be aware of these differences and to take them into consideration in their instruction. Lastly, this study serves as a starting‐point for research that more broadly explores learners’ perceptions of the Internet. 相似文献
5.
Silke Schworm Hans Gruber 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):272-281
University students are more responsible than school students for their own learning. The role of self‐regulated learning increases in virtual e‐learning course environments. Academic help‐seeking is an important strategy of self‐regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived threat of help‐seeking may cause this effect. Among others, giving prompts is an instructional means to support students to adequately apply academic help‐seeking . A study is presented in which the effect of giving prompts on the quantity and quality of academic help‐seeking was experimentally investigated in a blended university learning course of educational science. Compared with students who received no prompts, students with prompts about the relevance of active help‐seeking had better learning outcomes, participated more actively in online learning activities, more explicitly referred to learning contents in the forums and took more initiative in starting discussions. The perceived threat of help‐seeking could not be reduced, however. 相似文献
6.
David B. Ross Sandra Cosner William Freitag 《Community College Journal of Research & Practice》2013,37(2):93-101
A follow‐up was conducted on groups of students who initiated steps in the admission process at a community college, but never enrolled. These students were telephone surveyed and compared to similar groups of students who actually enrolled. The stated reasons for non‐enrollment were job issues, financial aid, and personal reasons. Yet when the pre‐admission basic skills tests were compared, the non‐enrolling students had significantly lower scores, leading the authors to conclude that poor academic preparation was a very important reason for non‐enrollment. 相似文献
7.
Fred L. Pincus Suzanne DeCamp 《Community College Journal of Research & Practice》2013,37(3-4):191-219
In order to study the factors promoting and inhibiting transfer and the attainment of the bachelors degree, we conducted telephone interviews with 48 minority students who had received Ford Foundation Upper Division Scholarships between 1971 and 1975 and who had transferred from a two‐year to a four‐year college. Each of the 24 pairs consisted of one bachelors degree recipient and one non‐recipient who were matched according to the following criteria: gender, race/ethnicity, age, parents education and occupation and initial community college major. In high school, the bachelors degree recipients had stronger academic backgrounds than the non‐recipients. In community colleges, the bachelors degree recipients were more likely to see their instructors and counselors as “helpful” and to be members of a campus organization than non‐recipients. In four‐year colleges, the bachelors degree recipients were less likely to have lost credits when they transferred and more likely to belong to student organizations and to see their classmates as “helpful” than non‐recipients. We relate these findings to previous research on the importance of social integration into college life. 相似文献
8.
There has been a pronounced increase in the number of older Americans attending colleges and universities under tuition waiver programs, but there have been few reported studies of their educational experiences. The present research evaluated the tuition waiver program for retirees enrolled at the University of Maryland College Park. Completed questionnaires were received from 160 of 340 retirees who had been admitted to the university under this tuition waiver program. Additional data in structured follow‐up interviews were obtained for 139 of the 160 persons who returned questionnaires. Students attending the university under this program were an active, healthy, mobile, geographically stable, well‐educated group of men and women in their early years of retirement. Their academic interests centered in the arts and humanities, especially art, music, and foreign languages. Older students in this study reported that younger students and instructors were friendly, accepting, and did not treat them as different or older. Difficulties cited by older students attending the university were parking, registration, and the academic demands of keeping up with the class and meeting course requirements. The findings of this study suggest that a tuition waiver program well serves the needs of retirees to remain intellectually active, to explore academic areas long‐postponed during their working years, and to develop new or improve existing skills and interests. 相似文献
9.
This paper describes an Australian sample of 78 single and 107 partnered mothers who entered or re‐entered tertiary study as mature age students. 27% were early school leavers; of those who had matriculated, early marriage and/or early pregnancy were major reasons for non‐continuance with study, and this was particularly the case among those who subsequently became single mothers. Both partnered and single were enrolled in more traditionally female courses of study than were younger female students attending the same institutions. Some four‐fifths of the sample felt they were managing their time, work, relationships, finances and overall coping poorly or very poorly. However their academic performance was well above average. The single mothers felt they were coping rather better than the married, especially with regard to money (despite being poorer), relationships and time. Overall satisfaction with university life was very high, with the main benefits reported by both single and partnered mothers being self‐esteem, knowledge, intellectual interests and intelligence. Career benefits and financial potential were mentioned less often as main benefits and only slightly more frequently by the single mothers. The question is raised of whether mature age women students, as well as female school leavers, should be encouraged to enter non‐traditional courses of study. 相似文献
10.
Kristin Litster Jillian Roberts 《Journal of Research in Special Educational Needs》2011,11(2):130-140
The current meta‐analysis compares the self‐concepts and perceived competencies of gifted and non‐gifted students. Using meta‐analytic methods to synthesise the results of 40 studies, we found that gifted students scored significantly higher than non‐gifted students on measures of academic and behavioural perceived competence, as well as global self‐concept. Gifted students scored significantly lower than non‐gifted students on measures of appearance and athletic perceived competence. Significant heterogeneity was found in the extent to which gifted and non‐gifted students' scores differed in the academic and global domains. Moderator variables such as participant grade level, method of gifted designation and publication year accounted for systematic differences in these domains. Gifted students' appearance and athletic perceived competencies may benefit from specific intervention, but their beliefs in other areas remain positive. 相似文献
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Kevin Schoepp 《Higher Education Quarterly》2018,72(4):271-285
As access to a university education has increased globally, there have also been increases in the number of universities that use English as a medium of instruction (EMI) and in the number of non‐English‐speaking students studying in English‐speaking countries. Correspondingly, the English language proficiency of students studying in EMI environments is becoming increasingly significant. Using a large sample of 953 undergraduate students at an EMI university in the United Arab Emirates (UAE), this paper examines the predictive validity of the International English Language Testing System (IELTS) as it pertains to the academic success of students as determined by grade point average and addresses implications and appropriateness of further language support. Results indicate that IELTS scores are a meaningful predictor of academic success, especially in the EMI environment that exists in the UAE. Lower than the IELTS guidelines, an IELTS 6.0 seems to be a key benchmark that predicts academic success. It may be that this more moderate English proficiency score is a better fit for non‐English‐speaking countries, but that further language support embedded into degree programmes is necessary except at the highest proficiency levels, and that a bilingual option should be considered at the lowest proficiency levels. 相似文献
12.
As the economic pressure to teach more students with fewer (and less costly) instructors has increased in higher education, the utilisation of non‐career teachers has become more prevalent. Design education has not escaped this phenomenon; non‐career teachers, such as graduate and undergraduate students or design practitioners, have become commonplace in design education, including the design studio. The studio, however, is a unique teaching and learning environment in higher education. It poses distinct socio‐academic challenges for both students and teachers. The utilisation of non‐career teachers in studios raises a number of ethical and pedagogical questions. Teacher development is one serious concern. Here, the authors articulate the major challenges confronted by non‐career studio teachers, especially student teaching assistants, and strategies for their development. 相似文献
13.
Steven D. Stagg Elizabeth Eaton Amanda M. Sjoblom 《British Journal of Special Education》2018,45(1):26-42
It may be thought that gaining a place at university confers self‐belief on students with dyslexia; after all, they have succeeded in their academic studies. Our research explored self‐efficacy beliefs in university students with and without dyslexia. An Academic Self‐Efficacy Scale and a Sources of Academic Self‐Efficacy Scale were completed by 44 university students. These scores were compared between dyslexic and non‐dyslexic students. Interviews were conducted with eight participants to gain a fuller understanding of how their self‐efficacy beliefs develop. Undergraduate students with dyslexia scored lower than students without dyslexia on four out of the five measures of academic self‐efficacy. The dyslexic students reported role models, teachers and school performance as factors influencing their motivation toward academic work. The research suggests that university students with dyslexia still need interventions to help boost their self‐efficacy profiles, despite the level of success they have achieved in gaining a place at university. 相似文献
14.
Lise Bird Claiborne Sue Cornforth Ava Gibson Alexandra Smith 《International Journal of Inclusive Education》2013,17(5):513-527
This paper uses a discursive analysis to examine the experience of ‘inclusion’ from several stakeholder groups in one university. The research team included disability support staff at the institution, external disability consultants and academic researchers. A critical focus group investigation centred on four groups: students who were identified as having an impairment (SWIs), academic staff (teachers), administrators and students who did not identify as having an impairment (non‐SWIs). Interviews had facilitators with both research and disability expertise. Groups recounted different experiences of inclusion. SWIs, drawing on a rights discourse, emphasised a lack of resourcing and barriers created by the teaching staff. In contrast, teachers, administrators and (to a lesser extent) non‐SWIs emphasised the importance of social inclusion, reflecting discourses around needs and humanist notions of care and support, which largely seemed to miss the core of SWI concerns about recognition of their technical competence. For all groups, questions around disclosure of disability were of greater concern than tensions between needs and rights or the recent publication of a Code of Practice for the higher education sector. The findings challenged some of the researchers’ own assumptions, with unexpected implications for practice. 相似文献
15.
Liz Thomas 《Higher Education Quarterly》2020,74(3):290-303
This paper reports on a large qualitative study with commuter students in England. Research on student success identifies the importance of engagement in academic and non‐academic aspects of the student experience; in this paper student engagement is segmented into academic, enhancement and social spheres. Commuter students, who often incorporate a range of equity characteristics, aim to achieve good degree and employment outcomes, and prioritise academic engagement. But commuting tempers their face‐to‐face academic engagement as they make trade‐offs between the costs of travelling and the value of the academic encounter. Engagement in enhancement and social activities is limited and is seen by many as an extraneous aspect of the higher education experience. This lack of engagement can be understood through the employment of notions of economic, cultural and social capital, and these insights inform the recommendations for higher education providers to improve the engagement and outcomes of non‐traditional students in higher education. 相似文献
16.
Hsiou‐Huai Wang 《British Educational Research Journal》2012,38(4):655-675
Teacher quality has been a perennial issue in the field of education. In addition to academic ability, psychological and motivational characteristics are regarded as increasingly important dimensions of teacher quality. This study has established a multidimensional framework of teacher quality including social competency, adaptive ability and career commitment and used it to examine the qualities of pre‐service college students in teacher education programs based on a national survey in Taiwan. It is found that in this country where ‘those who are academically able, teach’ has been a tradition, pre‐service students further possess better adaptive and motivational qualities than their non‐teaching counterparts. The underlying policy and socio‐cultural contexts of such a positive phenomenon of ‘those who are adaptive and motivated, teach’ are further explained and implications for teacher educators and policy makers are discussed. 相似文献
17.
The impact of term‐time employment on higher education students’ academic attainment and achievement
Claire Callender 《教育政策杂志》2013,28(4):359-377
Term‐time employment among Britain’s undergraduates is a growing phenomenon but it has received scant attention from government and policy makers. Although there are numerous studies on the subject, few have explored the impact of term‐time employment on students’ actual attainment and those that have are limited. This article attempts to fill that gap. Using data derived from 1000 students in six UK universities, it quantifies the impact of students’ paid work on their actual marks and degree results, while controlling for their academic attainment on entry to higher education and other factors including their hours of work. It shows that irrespective of the university students attended, term‐time working had a detrimental effect on both their final year marks and their degree results. The more hours students worked, the greater the negative effect. Consequently, students working the average number of hours a week were a third less likely to get a good degree than an identical non‐working student. Some of the least qualified and poorest students are most adversely affected perpetuating existing inequalities in HE. The 2006/07 changes to student finances may help some of them, but term‐time employment is likely to remain part of the HE landscape. 相似文献
18.
Effectiveness of an Intensive Learning Skills Course for University Students on Restricted Enrolment
Prior to the commencement of the 1994 academic year, University of Auckland students who had failed one‐half or more of their papers in the previous year were invited to attend a four‐day intensive learning skills course conducted by the Student Learning Centre of the University. The course covered various topics such as effective time management and study organisation, preparing for and taking tests and exams, memory and concentration, and writing skills. A total of 74 students attended the course. After final examinations, the results of these students were analysed. As a group these students significantly improved on their previous year's pass rates. Furthermore, their pass rates were significantly better than those of a randomly selected group of students who were in a similar situation with regard to their previous year's academic performance, but who did not attend the course. 相似文献
19.
Student non‐completion of an undergraduate degree: wrong program selection or part of a career plan?
Institution wide comparisons of students who leave university before completing their degree and students who complete their studies, have identified ‘wrong course selection’ and a lack of vocational focus as common reasons for non‐completion. It is not fully understood, though, whether these trends are constant across different disciplines and programs and whether all relevant contributing factors, in particular career intentions, have been considered. This study was undertaken to explore reasons for student non‐completion in more detail in one program. Students enrolled in an undergraduate health sciences degree completed a questionnaire at enrolment and another 12 months later, regarding their reasons for enrolment, career intentions and expectations for/experiences of learning. Students who did not re‐enrol after the first year were invited to complete a separate exit questionnaire regarding their reasons for not re‐enrolling. Many students who did not re‐enrol after the first year of study transferred to another degree that was more aligned with their career intentions. In this context rather than a ‘wrong’ selection, non‐completion of the initial undergraduate degree formed part of a career plan. 相似文献
20.
Sally Taverner Martin Wright 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):104-112
Modular A‐level courses, indeed modular forms of assessment in many areas of education, have gained in popularity over the past few years. This research looked at data collected as part of the ALIS (A‐level Information System) project. In particular, the attitudes, future academic intentions and attainment of students gaining a grade in A‐level Mathematics were compared, by gender, between those who followed a modular course and those who were assessed at the end of two years of study. The two groups were found to have a similar average GCSE grade, but overall, the final A‐level grades of those assessed modularly were half a grade higher than their linearly assessed contemporaries. Possible reasons for these differences are discussed. The types of teaching style employed in modular and non‐modular A‐level courses were compared. Initial findings suggest that modularly assessed courses are relying even more on a didactic approach. 相似文献