Using the Biggs' 3P learning model and correlational design, this study explores the relationship between students' individual characteristics and course perceptions, approach to study, and academic outcomes, which account for the differences in academic achievement and student delay. 612 Italian students of a master's degree in psychology…

This study compared student workload and perceived value of coursework assigned for a matching set of semester and term general education courses at Brigham Young University. Statistically significant differences in workloads were found between most semester and term courses. While term workloads were slightly lighter in general, both could be…

A battery of test was given to 1,240 students at the junior and senior high school and college level to assess their academic aptitude, self-efficacy, achievement orientation, and course-specific study activities. (RB)

Students in 22 social science courses at the junior high, senior high, and college level were surveyed about their study habits to prepare for a major exam. An index of the effectiveness of each class of study activity was developed in terms of its impact on test grades. (RB)

In this study, students reported total study time, their allocation of time to specific study activities, and the relationship between such allocations and achievement. (RB)

Contends that academic achievement cannot be improved by increasing the amount of time students spend on homework. Instead, achievement depends on the nature of the study activities students do. (RB)

Increasing speed alone will not insure reading success, the author stated. It is important that students have the necessary reading and study skills and that they also develop good habits in both. The author mentioned the SQ3R (Survey, Question, Read, Recite, and Review) and the OK4R Formula. He also introduced a new study formula, I, PW, R, R,…

The effects of the academic environment, which is defined as the organization of curricula, teaching, and assessment on student learning, are examined. Focus is on students' perceptions of their courses and teachers in six departments at a British university, and the different demands that various environments make. (Author/JMD)

Research on college students' study skills and habits and on secondary-level course organization suggest certain patterns of instructor demand (workload, test difficulty, latitude for self-direction) and compensations (test review practices, test item overlap with instructor handouts, "safety nets") may account for student study deficiencies, and…

The progress of self-paced and instructor-paced students was examined with measures of achievement, course evaluations, and retention. Though the self-paced group procrastinated, and the instructor-paced group did not, they had similar test scores and were equally satisfied with the course. The number of completed units, grade distributions, and…

In designing teaching materials for Open University students' use, authors have been encouraged to incorporate in-text questions to assist students in understanding the materials. These are relatively simple, limited-scope questions relating directly to the preceding material, and are called enabling questions. These are contrasted with the…

A model to describe how adults work on university courses at a distance from campus was developed at an Australian university. The model was designed to describe how students define the task/goal and plan their study, based on G. Ploya's (1957) Heuristic and A. Newell's and H. A. Simon's (1972) General Problem Solver. Verbal reports were obtained…

A survey of 126 second- and third-year dental students investigated their preparation strategies for end-quarter examinations, including strategic use of study resources, influence of course characteristics and organization, and time management. Compares students with high and low achievement and suggests different studying strategies. (MSE)

A study found college honors (n=231) and nonhonors (n=709) first-year students were similar in extracurricular interests, educational objectives, and some study habits; they reported differences in most other areas. Findings have implications for advising both groups, such as placement of emphasis on format of academic courses, orientation to…

Papers presented at the Society for Research into Higher Education's conference on course design and student learning dealt with the following overall topics: the needs of special groups of students; student involvement; study skills and learning methods; course design; and employment, adaptation, and socialization. Among the papers presented were…