information and learn more effectively)
Purpose & Rationale:
Even smart kids seem to have difficulties in school. One of the reasons
for this may be attributed to poor study habits or procedures. The
purpose of this study would be to see what concepts, approaches, ideas,
etc. are out there beyond the 'shut the door and read a book' approach.
What do you hope to discover in your research?
I hope to discover various successful ways of studying school and
learning materials that will be beneficial to students-- mine when I am
teaching, and to me as a student.
Impact: How will this research impact your current/future teaching/administrative assignment?
I think that once a student developes proper study habits, and sees
that learning is not just work, but an 'adventure', then I believe they
will do better in class, and perhaps see my class in a different light,
one that they will appreciate and remember.
Highlights for the Web Page:
"When a teacher teaches well, and is concerned about students, the teacher's authority increases. This develops student respect and trust." (Hean & Tin: 1996). Students will put the effort into learning until they can see some type of effort put into them, they want to learn, but also want the feeling that those teaching actually care about them.
"Teachers assume students know how to study." (McBride; 1994). Studies have shown that students do NOT know how to study properly or effectively, and that, for the most part, usually do not learn on their own
"Knowledge translates into power. One acquires knowledge by study. Therefore, the teacher who succeeds in transmitting strong study skills gives the student a key to success in life after graduation." (McBride; 1994)
In a research study utilizing 4th and 6th graders, the researchers found that there were gender-related and age-related differences in the goals the students attempted to obtain from studying (Hancock & Stock; 1996);
4th grade boys (and some girls) had general goal of learning through overt study activities- oriented towards the present (now) situation. Language Arts and writing skills develop faster for girls.
Retrieval Strategies begin to appear about the 4th grade, but are considered less important for girls at this age than boys.
Girls develop less efficient study behaviors than boys, but they do excel in 'role recall' at this age (4th grade).
Research into gender differences reveal that females tend to have less opportunity to speak out in class and are often chided by the teacher to raise their hands while the same teacher allows the boys to 'shout' out the answers. Girls are also given lower-level questions to answer. (Hadaway, 2003)
Boys may tend to have a more developed set of study behaviors/skills (e.g. retrieval, comprehension) by the 6th grade than girls. (Hancock & Stock, 1996)
4th grade girls are more occupied with script, thinking appears deeper, and study behaviors more deliberate than their male counterparts. (Hancock & Stock, 1996)
Hancock and Stock found several differences in their study regarding gender and age. Besides those already listed, they (Hancock & Stock, 1996) also found:
6th grade boys are less concerned with tests, text and surface processing of information than girls, focusing more on independent study behaviors and deep processing of oral classroom interaction.
Girls' primary perceptions of study strategies become more deliberate- associated with a specific task at hand (e.g. studying for a test).
Studies have shown that most students, even those on the college track or Advanced Placement programs often lack the learning and study skills needed to be successful in dealing with the educational and classroom challenges of college. (Stanley, Slate & Jones, 1999)
One of the most important study skills that most students lack is the ability to develop and use a special system for learning new terminology (Stanley, Slate & Jones, 1999).