High School Study Habits and Early College Achievement

Abstract

The influence of high school study habits on achievement in high school and during the first semester of college was examined, using data from 159 female and 93 male freshmen. The same study habits that contributed to success in high school are unrelated to academic achievement during the first semester in college. The findings suggest that college freshmen need to acquire new study habits to be academically successful

Teaching Students How to Study: A Workshop on Information Processing and Self-Testing Helps Students Learn

“…This is an issue especially during the first year of college when students discover that study techniques that have been successful in high school may not necessarily be successful in college (Matt et al , 1991; Yip and Chung, 2005). More motivated students then find their way to the office of the instructor, where their study routine can be assessed and suggestions for modification of their study habits can be made and practiced.…”

“…For instructors of large introductory college lecture classes, it is often difficult to assess whether students practice critical thinking when they study for class, and failure to practice these skills is recognized by the student and the instructor only when students fail to do well on exams that assess critical thinking (application, analysis, evaluation, and synthesis) skills. This is an issue especially during the first year of college when students discover that study techniques that have been successful in high school may not necessarily be successful in college ( Matt et al , 1991 ; Yip and Chung, 2005 ). More motivated students then find their way to the office of the instructor, where their study routine can be assessed and suggestions for modification of their study habits can be made and practiced.…”

Enseñar a estudiar para mejorar el aprendizaje en el Grado de Medicina

“…Muchos alumnos tienden a elegir estas estrategias basados la familiaridad que generan de la materia, o la facilidad con la que disponen de la información en un determinado momento, confundiéndolo con la habilidad de retenerla y evocarla en el futuro 71 . Sin embargo, estas estrategias no siempre son las más adecuadas para generar memoria a largo plazo y en su mayoría son inefectivas para un estudio adecuado en la formación de grado 77 .…”

“…Asimismo, el currículum universitario parece estar más centrado en la transmisión de contenido que en la adquisición de técnicas de aprendizaje adecuadas para adquirir el contenido de modo efectivo 62 . Esto es problemático, no solo por la necesidad de adquirir técnicas adecuadas para estudio auto-dirigido para el futuro, sino también, porque las técnicas adquiridas durante la formación de pregrado no son necesariamente efectivas para el aprendizaje de grado 42,77 .…”