Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 77-83). Also available in print.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 229 p.; also includes graphics. Includes bibliographical references (p. 148-157). Available online via OhioLINK's ETD Center

Thesis (Ed.D.)--Boston University. Missing page 28

This research work is based upon a training technique devised and recommended by J. Smith (1985) in a pamphlet published by The British Historical Association. The technique involves training school pupils in the making of notes from text books and references and then selecting appropriate points to answer specific questions. The technique was slightly adapted and used on a small Experimental Group drawn from Black first year College of Education students at an Eastern Cape College. A Control Group from the same College received conventional lectures on two topicS from the first year college syllabus - the San and Khoi peoples of Southern Africa. The Experimental Group was given a brief training period in Smith's technique and then worked independently on extended reading passages on the same topics. Both groups received a similar introduction of a video tape on the San and a slide presentation on the Khoi. Both groups wrote the same final test after their learning experiences were over and both groups completed questionnaires on the initial visual input and on their reactions to the learning experience. Comparisons are drawn between the results and the students' reaction to those learning experiences.

Includes bibliography. / A number of distinct paradigms exist in the field of research into student learning in higher education. It is inevitable that new research initiatives will adopt one of these paradigms as the primary focus of the investigation. However, the relationship that exists between paradigms is not one of mutual exclusivity; rather it is synergetic in nature with developments in one informing advances in another. The perspective adopted in this thesis research is grounded in the naturalistic investigations into student learning in higher education undertaken by Noel Entwistle and his fellow researchers. When reference is made to this distinctive paradigm it is not to suggest that other researchers, adopting fundamentally different paradigms, have not informed the development of the concepts and ideas that are distinctive to this perspective. Indeed, parallel work undertaken by John Biggs into student motivation and its relation to approaches to studying made a significant contribution to the development of specific aspects of the paradigm, a contribution which may not be explicitly clear to readers unfamiliar with the early development of the Approaches to Studying Inventory. Similarly, the pioneering work on the intellectual development of students in higher education undertaken by William Perry provided an important basis for the refinement of concepts within the paradigm that this thesis research has adopted. Because the work of these researchers is implicitly acknowledged, it is important to stress that their role was at least as important as the role of those whose contributions are more explicitly evident, and who subsequently took their ideas and developed them further within the specific paradigm.

Testing is the most common way to assess student learning at all ages and grade levels. Testing is traditionally viewed as a measure of knowledge, and not as a way to enhance learning. Nonetheless, a large body of literature demonstrates that testing is actually an effective way to facilitate learning and enhance long-term memory for information. This finding, that retrieval of information from memory leads to better retention than re-studying or re-reading the same information, has been termed the testing effect. The benefit of testing compared to review of material is typically seen after a delay between practice and final test, with review being a better strategy when the test is given immediately or after a short delay. This phenomenon has been shown across a variety of contexts, test formats, retention intervals, and ranges of ages and abilities. However, one domain in which the testing effect has not been shown to work is in the review of student-produced lecture notes. Lecture note-taking is a ubiquitous learning strategy and notes have been shown to be highly correlated with academic outcomes such as test performance and GPA. Note-taking in itself is a cognitively demanding process, and students often struggle to take accurate and complete notes from lecture, thus limiting the benefits of note-taking and review. There is limited research on ways to improve the review function of notes. Thus, this dissertation sought to understand the effect of integrating the testing effect into the context of lecture note-taking on memory for information compared to review of notes and a lecture-only control. A sample of 59 high school students watched a video lecture and took notes on the information. The lecture was divided into three sections with two-minute pauses in between each segment. During each pause, students were asked to either reread their notes from the previous section (review group), recall and write down what they remembered to be the most important ideas from the lecture they were just shown (self-testing group), or complete a distractor word search puzzle for the duration of the pause (lecture-only control group). Participants were given a written recall test of lecture information following a one-day delay. Comparisons were made between lecture groups on test performance and note quantity. Measures of sustained attention and mind-wandering during lecture were examined as covariates. While participants in the self-testing group scored higher on the written recall test, this difference did not reach statistical significance. Self-testing and reviewing notes during lecture pauses were both significantly better than lecture note-taking alone. Results also showed that it was actually the students in the review group who took significantly more notes than those in the lecture-only control. There was a main effect for time, indicating that students in all lecture groups took increasingly more notes as the lecture progressed. Note quantity was found to be a significant predictor of test performance. Examination of attentional variables showed that students who reported lower instances of mind-wandering took significantly more notes and did significantly better on the recall test. Further, students in the self-testing group reported less of an increase in mind-wandering as the lecture progressed compared to those in the control group. Differences between the results of this study and other studies in the testing effect literature are hypothesized to be due several factors, including complexity of lecture information, encoding difficulties, and the presentation of new information at each self-testing time point. Future research should continue to explore the testing effect in conjunction with note taking.

"The purpose of this investigation was to explore, in a general way, the relationship between selected work-study skills and certain aspects of creative expression, through drawing and painting, of children in a fourth grade class"--Introduction. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 22-23).

No description available.

Research has demonstrated the efficacy of attitudinal-motivational counseling in conjunction with study skills training. However, it has not been clear whether group or individual counseling was most beneficial. This research attempted to evaluate the usefulness of peer counselors in group and individual counseling sessions. Using students voluntarily enrolled in a study skills program, it was demonstrated that all students improved in study habit scores. However, only individual-peer counseling was effective in changing academic attitudes (p < . 05), as compared to group-peer counseling, no-counseling, and no-treatment conditions. Grade-point-average change scores were not differentially effected by the treatment conditions.

Thesis (M. Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 102-106).