Desensitization and study-skills training as treatment for two types of test-anxious students.

1972 ◽  
Vol 19 (4) ◽  
pp. 301-307 ◽  
Author(s):  
Robert A. Osterhouse
Keyword(s):  
Study Skills ◽  
Skills Training

ELIXIR TO EXAMINATION STRESS AMONG STUDENT - STUDY SKILLS TRAINING AND SYSTEMATIC DESENSITIZATION

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Jyoti Baijal
Keyword(s):  
Study Skills ◽  
Knowledge Society ◽  
Skills Training ◽  
Well Being ◽  
Systematic Desensitization ◽  
Performance Study ◽  
High Stakes ◽  
Deficit Model ◽  
Examination Stress ◽  
And Performance

Examination stress is a ubiquitous phenomenon that has, in the present times, adversely affected the learning outcomes and performance of the students at all levels- primary, secondary or higher education. It’s increasing intensity specifically among students appearing for high stakes board examination evokes a response from the teaching fraternity at the earliest. The reason being that a prolonged experience of stress with respect to evaluative situations is bound to prove detrimental to the mental, physical and emotional well-being of the students. For the nation to develop and progress towards a knowledge society, it is imperative that the students are taught to cope with stressful stimuli and improve performance. Study-Skills Training is an intervention intended to improve their study and test- taking habits and skills. It is based on a cognitive-deficit model which is directed towards improving a variety of cognitive activities that affect the organization, processing and retrieval of information and thereby help in reducing the experience of examination stress. Systematic desensitization as a process can be used to unlearn anxiety reactions by replacing the anxiety response with a calm, relaxed state. Thus, a combination of study-skills training and systematic desensitization has been shown to be effective and superior in alleviating test anxiety

Reflections on a Study Skills Training Program at a University in Limpopo Province, South Africa

2015 ◽  
Vol 42 (1-2) ◽  
pp. 157-163
Author(s):  
Tshimangadzo Daniel Sikhwari ◽  
Jace Pillay ◽  
Bennie Grobler
Keyword(s):  
South Africa ◽  
Training Program ◽  
Study Skills ◽  
Skills Training ◽  
Limpopo Province

scholarly journals Effectiveness of Remedial Teaching for Improving the Academic Performance of Poorly Performing Phase 1 Medical Students in Biochemistry Discipline at Government Medical College, Kozhikode, Kerala

2021 ◽  
Vol 8 (34) ◽  
pp. 3193-3199
Author(s):  
Shaji Sreedhar ◽  
Sandeep Appunni
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Study Skills ◽  
Academic Support ◽  
Skills Training ◽  
Government Medical College ◽  
Medical College ◽  
Remedial Teaching ◽  
Group A ◽  
Group B

BACKGROUND Remedial teaching is an educational programme for increasing the academic performance of poorly performing students in a curriculum. Remedial teaching is finding specific learning difficulties in low achieving learners who are lagging behind in academics and providing them with necessary support and guidance to bring their academic performance closer to the required standard and to prevent them from occurring in future. METHODS This quasi-experimental study was conducted among first year medical students at Government Medical College, Kozhikode, Kerala from December 2019 to February 2020. All the sixty-four students who scored less than 50 % of marks in Biochemistry first internal examination were identified as poor performers. They were divided in to two groups, A and B, each consisting of thirty-two students by simple random method. The study skills of group A and group B students were assessed using study skills assessment questionnaire. They were also assessed on non-academic problems that affect their studies through open-ended interviews. Both the group students received academic support that included conceptual learning, logical thinking, reasoning skills and answering methods. In addition, group A students were given remedial teaching comprising study skills training, counselling sessions and motivation classes. At the end of eight weeks, a summative assessment was conducted for both the groups. A four-point Likert scale feedback questionnaire on remedial teaching was collected from group A students. Statistical analysis was performed using Statistical Package for Social Sciences (SPSS) version 16. RESULTS The mean mark of group A that received remedial teaching was significantly higher (P < 0.0001) than group B. The difference in mean marks between pre-test and post-test in group A was statistically significant (P < 0.0001). CONCLUSIONS Remedial teaching sessions are effective for improving the academic performance of poorly performing students in the subject of Biochemistry. KEYWORDS Remedial Teaching, Academic Support; Study Skills; Counselling; Motivation

scholarly journals The Effects of Study Skills Training on Qualitative Academic Achievement among Students

2021 ◽  
Vol 17 (3) ◽  
pp. 130
Author(s):  
Saeid Motevalli ◽  
Mohd Sahandri Ghani Hamzah ◽  
Samsilah Roslan ◽  
Siti Raba’ah Hamzah ◽  
Maryam Gholampour Garmjani
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Study Skills ◽  
Skills Training ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Experimental Group

Abstract: The aim of the present study was to investigate the effectiveness of study skills training on the qualitative academic achievement of girl high school students. This study was conducted by using an experimental design with pretest, posttest, and follow-up with the control group. The participants were 32 students from girl high school students of Tehran which were selected by cluster random sampling from girl high schools and then randomly assigned into control and experimental groups (Each group consisted of 16 students). The instruments used were Dortaj Qualitative Academic Achievement Questionnaire and Motevalli Study Skills Training Module. The experimental group received 8 sessions of psycho-educational group therapy and the control group did not receive any training. Two-way repeated-measures ANOVA was utilized for the analysis of data. Results revealed that there was a significant increase in qualitative academic achievement between pretest with post-test and follow-up among the experimental group. Moreover, there was a significant increase in qualitative academic achievement between post-test and follow-up in the experimental group with the control group. Additionally, the results showed that there is a significant increase in self-efficacy, planning, and motivation and also a significant decrease in emotional effects and lack of outcome control. In conclusion, the results of this study indicated that on the basis of deficit theory using learning and study skills training can lead to enhance student's skills to improve qualitative academic achievement. Further studies are required to examine whether exposing students to study skills training programs can lead them to enhance their qualitative academic achievement.   Keyword: Motivation Study Skills Training, Planning, Qualitative Academic Achievement, Self-efficacy.

Peer versus professional models for study skills training.

1978 ◽  
Vol 25 (6) ◽  
pp. 576-580 ◽  
Author(s):  
William J. Fremouw ◽  
Eva L. Feindler
Keyword(s):  
Study Skills ◽  
Skills Training
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