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The objective of this study was to ascertain the effectiveness of different studying
techniques for students in passing quarterly examinations. This review of related literature
will discuss about different studying techniques, the opinions of other persons or researchers about
the impact of this technique for the students learning progression and how to develop this study
skills. In order to provide a framework for this research study, specific emphasis would be placed
synthesize, evaluate, remember, and use information. It provides students to better discover their
strengths and weaknesses for them to optimize their learning (Crede, and Kuncel, 2008; Gettinger
and Seibert, 2002). Somehow, according to Kislik (2017), “an effective study technique should be
practiced since it was not as simple as think about studying you should have to actually do it in
order for you to get better”. Therefore studying techniques would depend on the ways students use
One study by Carey (2010), explains that there are effective learning approaches to at
least for those who are motivated to study. Some few simple techniques can reliably improve
what matters most for the learners which is how much learnings acquired from studying a
There are ten most common learning techniques available in the student according to
Dunlosky (2013); first, Elaborative interrogation, this generates explanations on how a certain fact
is true, self – explanation, giving explanation on how new existing ideas are related to known
information or explaining the process in a problem solving, summarization, taking down important
usually used while reading where the important ideas to be learned are marked, keyword
mnemonic, from the phrase itself it is the use of keywords for a certain information to remained in
the students’ memory, imagery for text, it is trying to form mental images of information while
reading or listening, rereading, a process of studying a text material again after an initial reading,
practice testing, a self-testing way to know if the ideas were remained in their mind, also,
distributed practice, having a planner of all the activities that needed to be done during a period
that can utilize the time of a person, and lastly, interleaved practice, an implementation of a plan
that involves the different kind of materials, types of processes, or different kinds of problems
Similarly, a research study had evaluated the most used learning techniques and classified
it according to its effectiveness. According to Strauss (2013), the least effective study techniques
are highlighting and underlining textbooks and other materials, rereading, summarization,
keyword mnemonics, and imagery use for text learning. The moderately effective study
techniques are elaborative interrogation, self-explanation, and interleaved. Lastly, the highly
One study by Morin (2013), claims that “learning effective strategies can reduce students’
stress about school and improve grades”. However, there are some techniques that students thought
would be a help but it is an opposite way around. Willingham (2015) asserts that some students
even in top schools used terrible strategies. For an instance, the student’s study behavior of
highlighting the notes or reading materials to emphasize the important information, but according
to Willingham most students highlight like reading the text for the first time, when the fact is that
learner’s do not really know what is important enough to highlight. Another ineffective
comprehension stated was “rereading”, doing this strategy made the students feet better since it is
similar to someone explaining the same text repeatedly, somehow, “reviewing an explanation is
not the same as being able to explain something yourself”. Willingham doesn’t point out that
studying strategies are wrong, it is just that students used it in a wrong way.
In addition, one study by Asci, Kulak, Sezik, Cankara, and Cicek (2016), reports that study
behavior and learning styles has a great effect on a students’ performance. The complex
interrelationships that exist within the students study experiences and study behaviors influences
the academic success of students in higher education. Recent data on 541 final year university
students in Hong Kong indicates that “student perception of the learning experience predicts study
behavior and that study behavior considerably predicts final exam scores.” For an instance, some
learners’ only acquire or read thoroughly the important information in the text that effectively uses
According to Pallod (2013), who recently took the course in the quiz format, the hardest
part of the learners during the examinations is when the old and hard questions that were missed
previously appears again. Examiners feel pressured because of the question that they wanted to
answer correctly since that lesson had been discussed. Regret would surface if the learners can’t
get the right answer of a question for the second time around. This is just one of the situations that
a learner encounters during the examinations that can be resolved or be given a solution by this
study. Different studying techniques would be a help, and its effectiveness would depend on where
a person, specifically students used it. There are some techniques that would be less of help or are
highly effective, but as long as it is one of the strategies used to lessen the worries in studying it
sit inside a classroom and hope to soak up the knowledge an instructor is presenting. You must put
effort into learning, understanding, and applying the material. It’s never too late to develop great
studying techniques. The sooner you get into a good study groove, the higher chances of getting