A Normative Study of Students' Preferred Study Techniques.

Autor/inn/en	Annis, Linda; Annis, David
Titel	A Normative Study of Students' Preferred Study Techniques.
Quelle	(1979), (8 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Cognitive Style; High Schools; Higher Education; Independent Study; Intermediate Grades; Junior High Schools; Reading Habits; Reading Processes; Research Reports; Study Habits + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Cognitive styles; Kognitiver Stil; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Mittelstufe; Sekundarstufe I; Reading habit; Lesegewohnheit; Leseprozess; Research report; Forschungsbericht; Study behavior; Study behaviour; Studienverhalten
Abstract	The Study Technique Questionnaire was administered to 914 students in grades 6-8, in grades 10-12, and in undergraduate school. The students were asked to describe, in detail, their preferred study technique for a fairly long reading assignment. The responses were reliably grouped into one of nine categories: read only; read and underline; read and take notes; read, underline, and take notes; read and underline or take notes; read and underline, take notes, or outline; read and outline; read and outline or underline; and read and form mental notes. Reading only was the most popular technique for 60% of the sixth-eighth grade students, 47% of tenth through twelfth graders, and 13% of undergraduate students. Reading and underlining was the first choice of 39% of the college students. The popularity of underlining and of note taking (combined with reading) greatly increased with increasing student age. The variety of techniques described also increased for older age groups. This variety may be explained by the increased level of student participation which is demanded by the more complex reading material, or by the fact that individual aptitudes, characteristics, and habits are more firmly established in older students. (GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC