Study of Methods For Enhancing Quality of Learning and Performance In Higher Education
Improving Learning and Performance in Higher Education: A Paradigm Shift in Study Methods
by Jitendra Yadav*,
- Published in Journal of Advances and Scholarly Researches in Allied Education, E-ISSN: 2230-7540
Volume 1, Issue No. 1, Jan 2011, Pages 0 - 0 (0)
Published by: Ignited Minds Journals
ABSTRACT
Education is an investment to development and poor study methods should not compromise the mandate of higher education institutions to generate, preserve and disseminate knowledge and produce high quality graduates. Universities admit studentswith varying backgrounds in terms of learning/study styles, levels of preparedness andconcepts of university education. Some were "drilled", spoon fed, taught for exams, orhave wrong purposes/values of university learning. These negatively impact on theirstudy skills and achievement. In complementing the role played by academic staff,students need to be conscious of their personality and study ethics as they influence studying. It is futile to teach well while students lack the fundamentals to conceptualize and internalize the new knowledge. This paper proposes a paradigm shift in studymethods and suggests strategies for both the lecturers and the students in universities towards improved learning and performance. The paper is based on the "distributedlearning approach" to adequately cater for individual differences that exist among thestudents. The model is significant for university students, most of whom begin seriousstudying on realization that examinations are around the corner. This causes stress,confusion and tendency to cheat in examinations. Distributed learning model will address the study space needs and theefficiency and effectiveness of study methods
KEYWORD
methods, enhancing quality, learning, performance, higher education
Introduction
In the world an area that has seen heavy investment is education. In the ancient India, Vidya or knowledge or education was considered the "third eye" of man which gives him an insight into all affairs. Scores of people of all age groups spend a lot of their time, money and efforts in pursuing education in various institutions of learning. Years spent in primary, secondary schools, colleges and university are almost half a lifetime in this case therefore returns from such an investment should be high enough to warrant such effort. The high returns can be seen directly or indirectly in form of achievement, progression and placement. Many times, college students have not had to manage their time efficiently prior to college because they are bright and rarely challenged in high school. So some students who had 'A's and 'B's start receiving supplementary exams and score C's and D's in Corresponding author. E-mail: snmutsotso04@yahoo.com college. According to the National Commission on Excellence in Education (1984), many students are unsuccessful in school because they lack effective study skills. To counter this, the commission recommends that study skills be introduced to students very early in the schooling process and continue throughout a student's educational career. In a now classic study of study skills, Entwistle (1960) reported that students who voluntarily took a study skills course were more successful academically than similar students who did not voluntarily take the course. Butcofsky (1991) reported that students who have difficulty in college frequently have inadequate study habits that affect their academic achievement. A central problem, he noted, was that many of these students had not learned how to take effective notes and manage time for studying. characteristics (Ladson-Billings, 1994) impact the academic achievement and retention rate of high school students. Schools that have high expectations and high standards of achievement for high school students affect the academic achievement of students (Edmonds, 1979). Hale (2001) found that students had high academic achievement when they attended schools that held high standards for academics and were not easy schools. The instruction was vigorous, captivating, and variable. The use of multimedia and multimodal teaching strategies can enhance the academic achievement of high school students (Hale, 2001). When teachers perceive students as low achievers, the students are likely to underachieve (Franklin, 1989). One of the most detrimental practices that have miseducated students is tracking (Chunn, 1989; Franklin, 1989). The homogeneous ability grouping has resulted in maintenance stratification (Irvine, 1990). Students with similar abilities are easy to maintain and teach (Chunn, 1989). Students with high abilities perform better academically than students with low abilities. Less experienced teachers generally teach students in low-ability groups (Braddock II, 1995). The lower-ability tracks negatively affect the academic achievement of high school students (Franklin, 1989). Combined with race and class, low socioeconomic students are placed in the lowest ability groups (Metz, 1978). Mickelson (1999) suggests that detracting can create intellectual and equitable learning opportunities for high school students. The cultural characteristics of teachers and students can have a profound affect on the study habits of students (Hale, 1982; Newmann, 1992). Cultural misunderstandings between teachers and students can result in distrust, conflict, hostility, suspensions, and possible school failure for students (Irvine, 1990). The small ratio of teachers also contributes to the lack of synchronization between teachers and students (Ford and Harris, III, 1999). White teachers have more negative perceptions and expectations of African American students than do teachers and relate to students less (Irvine, 1990). The higher the percentage of teachers in a school, the higher the academic achievement of students (Polite and Davis, 1999).
STRATEGIES
The development of study skills occurred in the late 1950s and early 1960s (Irving, 1985). Research on student-centered and individualized learning for secondary students became serious areas for research through the works of Gagne and other psychologists (Irving, 1985). Secondary study skills courses were modeled from student counseling services in universities and polytechnics to teach students how to learn (Irving, 1985). According to the National Commission on Excellence in Education (1983), study skills should be introduced in the early years of education and continue throughout the student's educational experience. Many of the study skills learned in middle school should be reinforced in high school to ensure students academic success (Ford, 1996). In addition to those skills, new study skills should be introduced in high school to help students succeed in school. Several researchers have found that study skills can enhance the academic achievement of students. In 1960, Entwistle reported that study skills improved the student's achievement level particularly when a student volunteered to participate in a study skills course. Entwistle's findings were supported by Butcofsky (1971) and Rowher (1984), who recommended studying as a vital part of the learning process. They found that good students could improve their academic achievement levels by improving their study habits. Several study skills techniques that affect student learning in secondary schools will be discussed: motivation, outlining/mapping, time management, test taking skills, SQ3R, PQ5R, note-taking skills, library skills, retention/memory, listening skills, comprehension, and studying.
Motivation
Academic success or failure can generate the feelings of competence or incompetence in students. These feelings can affect students' performances by their willingness to continue to learn or give up. It is believed that students who have high achievement expectations attribute success to internal and external causes (Haynes, 1993). There are several strategies that can be used to motivate students to learn: (1) identify students' interests (Tonjes and Zintz, 1981); (2) identify attitudes of students in reading (Lewis and Teal, 1980); (3) choose materials that meet the interests, abilities, and attitudes of the students (Tonjes and Zintz, 1981); (4) give clear objectives of the lessons and assignments (Tonjes and Zintz, 1981); (5) allow students to choose the task and materials to complete the task and (6) allow students to set their own goals for achievement.
Outlining/mapping
Outlining and mapping are systems of organizing information for learning. In outlining, information can be logically organized or categorically organized (Tonjes and Zintz, 1981). There are basically two types of notations used for outlining information: (1) a system of indentation using Roman numerals, Arabic numbers, and capitals; and (2) a numbering system (Tonjes and Zintz, 1981). Mapping is a word picture of ideas. It helps students organize information. It is an alternative method of conventional notes and outlines (Bragstad and Stumpf, 1982).
Test taking skills
Researchers suggest that there are several strategies that teachers can use to help students perform well on tests and reduce test anxiety: (1) provide examples of the types of questions that will be asked (Roe et al., 1983); (2) teach students how to manage time during testing and how to use inductive and deductive reasoning to answer questions (McPhail, 1981); (3) teach students how to analyze questions (Gordon, 1982); (4) teach students how to eliminate multiple choice answers (Parrish, 1982); (5) teach students how to use a metacognitive script during testing. The student would use the metacognitive script to correctly interpret directions, questions, words, and the expected answers (Gordon, 1982); and (6) give practice tests to eliminate anxiety (Parrish, 1982). Haynes (1993) contends that fear of failure is often correlated with test anxiety for students, and that self- confidence is important for students when taking tests. Seventy-five percent of students who perform poorly do so because of poor study habits and ineffective examination techniques (Elliott and Wendling, 1996). Perspectives on study habits can be behavioral, cognitive, or motivational (Haynes, 1993). The behavioral perspective of study skills addresses the environment, external conditions, and observable behaviors of students. Time management, note taking skills, and the time and place of study are factors that can affect learning. Haynes suggests that students need support and guidance from teachers and mentors to teach them these behaviors to enhance their academic achievement levels. The cognitive perspective of study skills examines the process by which students acquire, store, and recall information from memory. From this perspective, students' methods of processing information are recognized for their uniqueness, and because each student processes information differently, academic results are varied for student participants. Students are active learners in this process. They use imagery, verbalization, the grouping of concepts, and the organization of subject matter in the learning process (Haynes, 1993).
Note-taking
Getting accurate information to study is important in learning facts. Different classes require varied methods in note-taking. Recording information accurately and interpreting information correctly help students learn what they need to learn. The Louisiana State Department of Elementary and Secondary Education recommend the Cornell method for note-taking (1987). The Cornell method requires the student to divide the notepaper into two columns to take notes with the line 1/3 of the way from the left side of the paper. Notes are placed in the larger column of the paper. Students review the notes and place key words or phrases in the narrower column. Entries are dated. Students number information from their textbooks for references. This system allows students to rewrite notes in their own words with their own understanding.
Time management
Learning how to complete assignments on time will help students succeed academically. In the "Dynamics of Effective Study" students are taught how to organize and manage time wisely. Students are taught how to schedule tasks weekly and monthly to assure success. To enhance the academic achievement of students, a study skills course was implemented in the curriculum to help students attain the GPA criteria. Freshmen have enrolled in this course since it was implemented in 1994. This study will examine the effectiveness of the course, "Dynamics of Effective Study," on the academic achievement of freshmen at this school. This can be summed up in the diagrammatic representation shown in Figure 1.
Conclusion
How much an individual student achieves is in part dependent on the study methods that s/he applies. There is no one study method that works better for all persons. The secret lies in being able to identify personal study methods that work for each individual in given environments, conditions and circumstances. This requires knowing oneself in order to make good decisions about how to study and make time, as well as know the various strategies that can be applied.
RECOMMENDATIONS
Based on the discussion, this paper recommends that: 1. Institutions of higher learning make effort in putting in place structures that can facilitate the application of the distributed learning approach to studying. 2. Institutions be encouraged to infuse and initiate within first year, first semester orientation, tuition, and advisory services the aspect of effective and efficient study methods for a university student. 3. Establish, enhance and encourage academic advisory services by faculty in a manageable student: staff ratio to enable diagnosis and guidance of students in academic/ study related issues. Put in place mechanisms to encourage, enhance and develop academic staff's study and advisory skills. This can be done through staff induction seminars, workshops, peer mentoring, and much more.
Figure 1. Dynamics of effective study. Adopted from: www.yourtutor.co.za/Articles/Study%20Methods.htm
References
Adams C, Singh K (1998). Direct and indirect effects of school learning variables on the academic achievement of African American 10th graders. J. Negro Educ. 67(1): 48-66. Braddock II J (1995). Tracking and school achievement: Implications for literacy development. pp. 154-176. In literacy among African- American youth: Issues in learning. New Jersey; Hampton Press, Inc. Teaching, and Schooling. Gadsden, V. and Wagner, D.
(1995).
Bragstad B, Stumpf S (1982). A guide for teaching study skills and motivation. Boston: Allyn and Bacon, Inc. Butcofsky D (1971). Any learning skills taught in high school? J. Reading. 15: 195-198. Chunn E (1989). Black education: A quest for equity and excellence. Willy DeMarcell Smith (ed.), Eva Wells Chunn. New Brunswick (U.S.A.): Transaction Publishers. Clark RM (1983). Family life and school achievement: Why poor black children succeed or fail. Chicago: The University of Chicago Press. Comer J (1980). School power: Implications of an intervention project. New York: Free Press. Conley D (1999). Being black, living in the red: race, wealth, and social policy in America. Berkeley, California. University of California Press. Devine T (1981).Teaching Study Skills. (1981). Boston: Allyn and Bacon, Inc. Edmonds R (1979). Effective schools for the urban poor. Educ. Leadersh., 37(1): 15-23. Ekelier W (1997 es., 41: 4007-428. Ford. Obiakor BF, Patton J (1995). Effective education of African American exceptional learners: New perspectives. Austin, Texas: pro-ed.. Forwarded by the Honorable L. Douglas Wilder, Former Governor of the State of Virginia (1997). The black students guide to high school success. Westport, Connecticut; Greenwood Press. Elliot D, Wendling A (1966). Capable dropouts and the social milieu of the high school. J. Educ. Res., 60:180-186. Entwistle D (1960). Evaluation of study skills courses: A review. J. Educ. Res., 53(7): pp.243-51. Entwistle NJ, Peterson ER (2004). Conceptions of Learning and knowledge in Higher Education: Relationships with Study Behavior & Influences of learning Environments. Int. J. Educ. R
