Traditional exam reviews are passive and face many challenges to prepare students for exams. In this study, we proposed the Tab-Meta Key model, which emphasizes five major factors (time, accountability, big picture, key concepts, and metacognition) and is supported by prior literature. We also designed an exam review based on this model. This exam…

Retrieval-based learning, using tests for content review, frequently proves more effective for knowledge retention compared to alternative methods. Extensive research has explored this with older students, often in contrast to more passive techniques like rereading or note rewriting, typically focusing on vocabulary content, in non-classroom…

This paper analyzes how weekly study plans can increase student achievement in developmental mathematics courses at a four-year public institution of higher education. Quantitative data were collected regarding student completion of weekly study plans through an experimental methodology. Results show that students in the experimental group earned…

Describes the T-Notes system of note-taking, which divides notes according to category; i.e., main idea, vocabulary, visual aids, handouts, and general information. Explains the T-Notes format and review and self-testing procedures. Feels unique format allows easy note-taking in class and later reviewing. (DMM)

The T-Note system is an easy way for students to take notes, is organized for effective review, and is adaptable because it provides a system for recording five types of information typically presented in the classroom. The student first divides a single loose-leaf notebook page vertically down the middle, and horizontally about one or two inches…

The practice of assigning students to present reviews for class examinations has benefits for student, teacher, and class. (LH)

Introduces the notetaking system for learning, designed to help high school and college students prepare for objective and essay tests. (RB)

Research has shown that students who take notes remember more than do students who do not take notes, and that test performance is enhanced for students who are given an opportunity to review their notes compared to those who are not. However, research has not offered instructors and students specific guidelines regarding when review of notes in…

Examines the relationship of study techniques and test-taking strategies to success on the "O" level of the British General Certificate of Education (GCE) examination. Findings showed that teachers and students felt that course reviews, including study of past examinations, was the best preparation. (AM)

Two experiments were conducted to investigate whether the strategy of differentiating main and supporting ideas with different colored highlighter pens resulted in greater use of schema building and increased recall of information by students and whether the benefits of text marking come at the time of encoding or at the time of review. Sixty-six…

Researchers have long debated on whether note-taking results in improved student performance on tests. Over the years, researchers have tried to verify that note-taking helps students "encode" the information involved and that notes are valuable as materials for review. C. C. Crawford's 1925 study concluded that taking notes was better…

The purpose of this study was to determine the effects of note taking and review on retention of information presented by lecture. One hundred seventy-two undergraduates enrolled in an introductory psychology course served as subjects for the experiment. All subjects listened to a lecture while engaging in study strategies consisting of…

Two experiments were conducted to investigate the effects of note taking and reviewing on learning from text. The findings supported the encoding function of note taking and demonstrated that unguided elaboration hindered performance on teacher-made tests. (Author/GK)

Suggests helping students prepare for a test on Shakespeare's "Julius Caesar" by having them adapt verses of "Old MacDonald Had a Farm" with key elements and incidents from the play. (RL)