Study Strategies and Time Management: The Broccoli of Academics

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Autor/in	Boothe, Casey M.
Titel	Study Strategies and Time Management: The Broccoli of Academics
Quelle	(2023), (129 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Mississippi Medical Center
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-6189-4
Schlagwörter	Hochschulschrift; Dissertation; Study Habits; Learning Strategies; Metacognition; Learning Processes; Correlation; Time Management; Higher Education; Lifelong Learning; Goal Orientation; Health Occupations; Intervention; Masters Programs; Graduate Students; Student Attitudes; Diaries; Anatomy; Assignments; Teaching Methods; Academic Achievement; Allied Health Occupations Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Study behavior; Study behaviour; Studienverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Korrelation; Zeitmanagement; Hochschulbildung; Hochschulsystem; Hochschulwesen; Life-long learning; Lebenslanges Lernen; Zielorientierung; Zielvorstellung; Gesundheitsberuf; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Diary; Tagebuch; Anatomie; Assignment; Auftrag; Zuweisung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung
Abstract	When transitioning to higher education, students need to develop the skills to become self-regulated learners capable of setting their own learning goals and planning and monitoring their learning. Self-regulated learning and academic performance have been shown to positively correlate with effective time management and study skills. There are several study skills supported by the literature, and this work focuses on three in particular--retrieval practice, spacing, and interleaving. Strong study skills have been repeatedly linked to metacognitive skills, in which students reflect upon their understanding during the learning process. Collectively, these skills lead to students being better prepared to manage the rigors of higher education and become life-long learners. Being a life-long learner is especially important for students who are pursuing a career in healthcare because they will need to continuously adapt to their everchanging fields. This mixed methods study was conducted first as a pilot study and then with an intervention. The pilot study sought to determine the time management and study strategies utilized by students and the impact of implementing study logs and reflection questions in a Master's gross anatomy course. Students enrolled in the course during the spring of 2021 were invited to participate in the study. Through study logs, students documented their study time, and reflection questions prompted students to reflect on their own learning and study strategies. Students could also request feedback on their responses to the bonus assignments. Eighty-four responses to the reflection questions underwent thematic analysis, and Pearson's and Spearman's correlation and simple linear regression were performed to determine if relationships existed between grades in the course, the number of bonus assignments completed, the number of hours reported studying, and responses to the reflection questions. From the thematic analysis of qualitative data, five major themes were constructed: surface learning, deeper learning, metacognitive awareness, time management, and utilization of course materials. Students who engaged in surface learning strategies utilized more passive study approaches, such as re-reading their notes or re-watching recordings of lectures. Conversely, students who engaged in deeper learning strategies actively engaged with the material using strategies like retrieval practice and group study. Responses to reflection questions indicated the development of metacognitive awareness; students reported reflecting on their study strategies and modifying them as needed to better learn the information. Students often commented on the importance of effective time management and reflected on the negative effects of poor time management on their academic performance. Finally, students emphasized the importance of utilizing the materials provided in the course, which included lecture materials, assigned textbook readings, and cadaveric specimens in the gross anatomy laboratory. Statistical analyses showed that completing the bonus assignments predicted 6.2% of the variation in final scores in the course. Results suggest that completing study logs and reflection questions promoted student development as self-regulated learners and positively impacted student performance in the course. The results of the pilot study were used to direct the creation and implementation of study strategies modules in the Master's gross anatomy and histology courses. These modules introduced students to time management techniques, and study strategies such as retrieval practice, spacing, and interleaving. The methodology was consistent with that of the pilot study. Six themes were constructed from the thematic analysis: surface learning, deeper learning, resources utilized, metacognitive awareness, time management, and level of detail. Several of these themes echoed the findings of the pilot study. For students who participated in the intervention, though, there seemed to be difficulty in discerning how much or how in-depth they needed to study in preparation for examinations. Student responses to the bonus assignments were further analyzed to track changes over a semester and an academic year. Some students kept their strategies consistent--sometimes for the best and other times for the worst--while others adapted their strategies as they went. Quantitative analysis revealed that students who were enrolled in courses that included all three bonus assignment types performed statistically significantly better in the course compared to the previous cohort, who did not have the opportunity to complete any bonus assignments. The results of these studies highlight the importance of integrating the teaching of study strategies within a course, using course-specific examples to demonstrate the strategy. However, although the majority of students positively perceived these assignments in both studies, many had trouble implementing new strategies consistently or modifying their current strategies. This suggests that time management and study strategies are the "broccoli" of education--while students may acknowledge that identifying effective strategies is good for them and their academic performance, they may not always be inclined to utilize them or enjoy them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01