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A Comparative study of the application of study skills in successful and Unsuccessful
students at IAU, Lamerd branch in 1386-87 accademic year
By : seyed Ahmad Hashemy
This research is aimed at the study of the application of study skills in successful and unsuccessful students at the Islamic Azad University (Lamerd branch) . It is studied how the above mentioned students in different majors, have used or not used the following items in education: motivation skills, time management, anxiety overcoming, concentration, information processing, main idea selection, study skills and self assessment. The methodology used in this research was comparative and correlation. To do so I have used LASSI questionare among the students of English, Business and Industrial Management, Primary Education, Political Sciences and Chemical Engineering. The results are then analysed by different approaches of descriptive statistics including: charts frequency and bars as wall as the approaches of inferential statistics including: one-way ANOVA, tow-way ANOVA, t-test, regression and correlation Coefficients. After the above criteria were applied and analyzed it was discovered that there is a meaningful difference between the successful and unsuccessful students regarding the use of study skills. In other words the application of study skills and techniques is generally more among the successful students on the average.
Key words : study skills, learning, successful, unsuccessful
Introduction
Weinstein, Mayer quoted from Paulsen cognitive guidelines that are used for data processing are in three groups: review or repetition, the extension or meaning development and organizing. The applications of these guidelines in learning new information are complementary. Repetition guideline is used for memorizing new formation in short term memory, organizing guideline is used for making a connection between different compliments of the new information and extension guideline is used for making an external connection between new information and pervious knowledge in such a way that ex- information is stored in long-term memory.
Simpson and others (1994) showed in a study by the name of extended verbal reviewing of cognitive performance of students that extended verbal reviewing of learning guidelines cause improvement in students' performance when they encounter failure in the examinations. So this learning guideline can be taught to the students who have had a failure in education.
Learning the best method of learning subjects is vast and complicated. If a person can organize a large amount of information then he will be able to store and recycle that information (Seif 2003). The common feature between complex and simple organizing is that they are based on our recognition of differences and similarities and According to Francois 1994 (quoted by Safe 2003), one of the important methods that we human use for gaining meanings from different experiences is comparing different experiences.
Background
In a research done by present American psychologist Wilson(1992) quoted by James and others(1997), it was reported that ultra recognition is one of the hundreds research topics that has recently been studied in the area of recognition and changes in method of study. The roll of ultra recognition in different areas such as learning memory, problem solving thought has been studied. The judgment of ultra recognition about learning and memory is divided into four groups;
First judgment is the prediction of easiness and difficulty of learning homework. Second judgment is the one which is done during or after learning. This judgment includes prediction of performance in future exams with studying the recently studied parts.
Third judgment which is done during or after learning and includes those parts that hasn't been understandable but the learner feels that he knows them.
Fourth judgment is related to the scale of assuring in reviewing answers during engaging with exam. We can call the first judgment prediction but the fourth judgment is not a prediction because this reviewing is done after exam. Studies show these four judgments have no high correlation. For examining the issue that how realistic does the learner act in ultra recognition judgment or is there any possibility that a learner has an unrealistic conclusion in his ultra recognition judgment.
A number of new research have been done. Most of researchers such as Pitz 1997, Brono 1973, Dirkzwager 1993, Vanlenthe 1992, Fabre 1993 and some others have come to this conclusion that when people are studied for their self assessment, they show better performance than reality. By studying on pharmacy freshman they came to conclusion that they showed themselves 10 to 15% more than what they really are.
Gilze quoted from Genz and co worker that after doing some experimentation in the area of ultra recognition, they came to this conclusion that with repetition of an ultra recognition exam, considerable progress happens in examinees evaluation in contrast with their performances but this progress is unique for that area and that it can't be used for predicting this scale of ultra recognition realistic judgment of person in another educational content. Another fundamental question that has been presented in the area of ultra recognition is ultra recognition a realistic stable feature or does it depend on the kind of homework, the condition of learning or anything else? In another word, is realistic ultra recognition judgment a cognitive style or a learning guideline? In describing the difference between cognitive style and guideline we can say that cognitive style has a rather fix construction and its change doesn't happen easily but guideline is flexible and improvable.
Research questions
Method of research
This study has been comparative and coherent study and it aims at investigating the rate of applying study skills and learning in successful and unsuccessful students. In fact, in this study LASSI questionnaire is distributed between students and then the findings of this questionnaire about unsuccessful and successful students are analyzed.
Statistical society
Statistical society in this study is all the unsuccessful and successful BA students of trading management, English teaching, Chemical Engineering, primary education, political science, commercial and industrial management and English literature. Successful students are those whose total average is 84 percent more than the rest of the students in the normal curve and unsuccessful students include 16 percent of students that their total average is less than 84 percent of the rest of the students in the normal curve.
According to this, the number of students in mentioned courses is 1061 individuals. So according to the normal curve 32% of these numbers have been calculated as the statistical society in this research (table 1).
In this research we haven't used sampling and for more accurate results all the members of the statistical society have been studied.
Method of collecting data
In this research learning and studying guideline LASSI questionnaire has been used which includes 77 parts. This questionnaire consists of 10 parts that are as follows: attitude, motivation, time management, exciting calmness, Data Processing, choosing major points, study skills, self assessment and examining guidelines.
After being translated by Khadivarzadeh, Seif and Valai in university of medical science of Mashad, this questionnaire was examined for meaningfulness of expressions and internal stability of data. Two method of questioning and interviewing were done on 10 students with two weeks interval and the α multiple was calculated that is as follows for different scales of questionnaire: total 0.85, attitude 0.62, motivation 0.64, time management 0.64, exciting calmness 0 .79, concentration 0.83, Data Processing 0.75, choosing major points 0.62 and examining guidelines 0.77. It must be noted that in Berton's studies α correlation multiple of Cronbach for different scales was variable between 0.86 to 0.68.
For implementing the questionnaire, after doing necessary arrangements, the basics of research sample was determined and it was installed in a proper place in university.
In certain days, they would go to the classrooms and after justifying the students they gave them the questionnaires. They collected the questionnaire the day after.
The method of analyzing data
For analyzing data different methods are used both descriptive and inferential. Descriptive statistics include: mean, standard deviation, frequency and chart and Inferential statistics includes T test, mono and bi side analyzing, Regression and multiple correlation.
Findings
Is there any difference between the students of different courses in applying learning and study skills?
As the achieved significance level means 0.046 is more than 0.01 and less than 0.05. We can conclude that in α= 0.01 level exam is not significant and there is no reason for rejecting the null hypothesis in the test of equal means but in α=0.05 level exam is significant and this hypothesis is rejected. So we can say with 95 percent certainty that the major factor is educational field of students. In another word the rate of applying study and learning skills is different at least in one major to another (table 2).
For more accurate investigation, we can establish confidence interval by using Tukey, shefè, banfroni ... In continuation only Tukey sure distance has come (table 3):
According to the table 4 average comparative exam for primary education &Chemical Engineering is significant at 5% level. In other word to rate of applying the learning and studying skill in the students of these two courses are different.
According to the table 4 and chart 1 that shows the application of learning and study skills in all courses, we can easily decide that students of primary education use a higher degree of applying learning and study skills than chemical engineering students and other courses have rather same averages.
Since gained means at 0.00 significance level is less than 0.01 so we can surely decide at α=0.01 level that the test is meaningful. So we can surly say 99 per cent that students are the major factor. In other words, the rate of applying learning and study skills in unsuccessful and successful students is completely different. According to gained averages in the table 5 it is obviously observed that the average of applying learning and studying skills in successful students is more than unsuccessful students.
3. Can learning and study skills predict educational progress of students?
In table 6 multiple correlation between every the study skills and total average and also multiple correlation between total score and the total average have been shown. All the achieved significance levels are zero which is less than 0.01. So the test is significant and this means there is a meaningful relationship between variables.
The table 7 shows the process of backward regression. According to multiple decisions and balanced multiple decision, we can conclude that the role and share of fourth and sixth variable in regression model is considerably much more in contrast to other variable. In other words, the major share of these dependent changes means total average which is presented just with these two variables mean; exciting calmness skill and the data Processing skill. In fact, if you want to present a categorization of the role of every skill in the total average, we have:
5. self assessment 6. Attitude 7. Choosing major points 8. Examining guidelines 9. Concentration 10. Time management
Discussion and conclusion
According to the achieved results from tables 2, 3 and 4 and chart No. 1 we can conclude that difference in applying learning and studying skills in students of different courses is meaningful at .05 significance level, and we can say 95% that the rate of applying these skills in students of different courses hasn't been completely same; for example, application of these skills in the primary education students has been much more than students of Chemical Engineering. According to the above table, we can categorize the different courses based on the application of learning and studying skills in a way that English literature, trading management, industrial management, English teaching and political science are categorized in one homogenous group and Chemical Engineering and primary education are categorized in another homogenous group. In other words, the rate of applying learning and studying skills in primary education course has been much more than the rest of the courses and the application of learning and study skills in Chemical Engineering has been much less than the other courses. As Chemical Engineering is different with regard to their educational topics and difficulty of lessons from the other majors that are in humanistic group, the conclusion is justifiable. As students of primary education have some courses on modern ways of learning and teaching during their education and the other lessons are somehow related directly to learning methods so it is not unacceptable that the students of primary education use learning and study skills more than the other majors. According to the chart, we can see the students of teaching English in comparison with English literature, trading management, industrial management and political science majors which have been situated in a homogenous group have a higher average in applying learning and studying skills. This is a confirmation for positive effect of treatment lessons in learning and studying skills. According to the achieved results from table 5, we can conclude that in meaningfulness level .01 and the difference between the average scale of applying learning and studying skills between successful and unsuccessful students is meaningful and with 99% confidence, we can say that the rate of using these skills in unsuccessful and successful students has been completely difference and these scales exist much more in successful student than unsuccessful students.
According to the achieved results from tables six and seven, we can conclude that significance level .01 in independent test has been meaningful. This shows a meaningful relationship between variables. In other words, every skill has a complete correlation with each other and also with the students' average. After using regression, it was clear that exciting calmness and data processing skills have a big share in making changes in average that this shows the important role of calmness and psychological security in students' education and also in their educational performance and learning. In data processing area, those students who have been able to understand and develop the new information and relate this new information to pervious formations had a higher educational performance.
Suggestions
Based on the research findings, some suggestions are offered for improving the quality of learning and studying skills between students:
كلام اول زندگینامه رزومه تحصیلات تکمیلی سایت های معتبر تربیتی مقالات چاپ شده در مجلات داخلی ISC كتابهاي تالیف و ترجمه شده مقالات كنفرانس هاي داخلي موضوعات تحقیقی پیشنهادی مقالات كنفرانس هاي خارجي مقالات چاپ شده در مجلات خارجي غیر ISI مقالات چاپ شده در مجلات خارجي ISI مقالات چاپ شده در مجلات خارجي ISC طرح هاي پژوهشي انجام شده منابع آزمون کارشناسی ارشد علوم تربیتی منابع آزمون دکتری برنامه ريزي درسي 
موضوع: مقالات كنفرانس هاي خارجي
نويسنده: 
تاريخ: 4 آذر 1388
بازديدها: 184001
