Effect of Quality and Quantity of Study on Student Grades

Donald J. Dickinson · Debra Q. O’Connell

46 citations0/0 files storedThe Journal of Educational Research

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Educational Outcomes and Influences Innovative Teaching and Learning Methods Evaluation of Teaching Practices

Abstract

In this study we investigated the relationship between study time and test scores in a course on learning principles for college education majors. The students were required to keep a continuous log of the amount of time that they spent reading, reviewing, and organizing for the course. Weak relationships with test scores were found for total study time and time spent reviewing. A much stronger relationship was found for time spent organizing the course content. An extreme-groups analysis revealed that students with high test scores spent 40 min per week organizing compared with 10 min per week for students with low test scores. The results support the importance that information-processing theorists attribute to active learning strategies.

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References

1986Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies 1984Monitoring text comprehension: Individual differences in epistemological standards.1974Self-reward and self-monitoring techniques for weight control 1985Effort and Reward: The Assumption That College Grades are Affected by Quantity of Study 1985Good Schools: What Research Says about Improving Student Achievement.1979THE EFFECTS OF SEQUENTIAL PICTORIAL CUES, SELF‐RECORDING, AND PRAISE ON THE JOB TASK SEQUENCING OF RETARDED ADULTS 1974Behavior recording as treatment: A brief note 1972Study Behaviors and Their Relationships to Test Anxiety and Academic Performance

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