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Direct linkCouchman, Justin J.; Miller, Noelle E.; Zmuda, Shaun J.; Feather, Kathryn; Schwartzmeyer, Tina – Metacognition and Learning, 2016
Students often gauge their performance before and after an exam, usually in the form of rough grade estimates or general feelings. Are these estimates accurate? Should they form the basis for decisions about study time, test-taking strategies, revisions, subject mastery, or even general competence? In two studies, undergraduates took a real…
Descriptors: Higher Education, College Students, Tests, Metacognition
Katayama, Andrew D.; Crooks, Steven M. – Journal of Experimental Education, 2003
The authors investigated in this study the effects of two electronic notes conditions (complete vs. partial) and two testing conditions (immediate vs. delayed) on three types of tests (fact, structure, and application). A 2 x 2 factorial multivariate analysis of variance (MANOVA) yielded no significant main effects for notes conditions on the fact…
Descriptors: Testing, Multivariate Analysis, Graduate Students, Notetaking
Oklahoma State Board of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center. – 1988
This module on successful study habits is one of a series of modules designed to help teach students to become more self-sufficient in their personal and professional lives. This module contains teacher and student materials that are planned to allow students to identify areas that they need to improve in order to perform their best in school and…
Descriptors: Basic Skills, Classroom Techniques, Course Content, Daily Living Skills
