Note-Taking and Note-Making for Academic Success

2013 ◽  
pp. 1-8
Author(s):  
Douglas Fisher ◽  
Nancy Frey
Keyword(s):  
Academic Success ◽  
Note Taking

scholarly journals Factors Affecting Student Success in Small Collage-Classroom Settings

2014 ◽  
Vol 2 (12) ◽  
pp. 120-126
Author(s):  
Selma Dagtas
Keyword(s):  
Academic Success ◽  
Student Success ◽  
Strong Correlation ◽  
Teacher Qualifications ◽  
Sitting Position ◽  
Note Taking ◽  
Factors Affecting ◽  
Undergraduate Biology ◽  
Difficult Time ◽  
K 12

Teacher qualifications are reported to be one of the most important factors affecting learning, yet improving teacher qualifications is difficult, time consuming and sometimes impossible in the short term. Knowledge of other factors that have limited effects on student learning and success may be more valuable if these factors are more easily manipulated. In this study, factors affecting student success were studied in small classroom settings in undergraduate Biology classes. A strong correlation between the sitting position of the student in the classroom and student success was demonstrated in the study. In addition, there was a strong correlation between good note taking skills and student success. Sitting position is a factor that can easily be manipulated and can be of help especially for failing students. Instruction of good note taking skills during K-12 education and strategies that will determine and support the students that need improvement in this particular skill early on in college will promote the academic success of students in STEM areas in higher education.

scholarly journals ESL Students’ Study Strategies for Examinations

2021 ◽  
pp. 1-9
Author(s):  
Judy Ann C. Lelis ◽  
Jelwin L. Mamac ◽  
Alfresah M. Resola ◽  
Ariel E. San Jose ◽  
Maria Gregoria R. Conception
Keyword(s):  
Academic Success ◽  
Study Strategies ◽  
Academic Excellence ◽  
Full Time ◽  
Note Taking ◽  
First Semester ◽  
School Year ◽  
English Major ◽  
Common Technique ◽  
Core Idea

Aims: To determine the different study strategies used by students in preparing for examinations, as well as to find out the various difficulties they encounter, and the significance of the utilization of such study strategies. Study Design: This study used the qualitative method particularly the phenomenological-realistic approach. Place and Duration of Study: The study was conducted at the Southern Philippines Agribusiness and Marine and Aquatic School of Technology (SPAMAST), Digos Campus during the first semester of school year 2019-2020. Methodology: The participants were purposively chosen. Selection criteria were also considered such as: student was an English major, no failing marks in English subjects, and a full-time student. Researcher-made interview-guide questions based on the formulated research questions were used. The same was given to experts for evaluation and validation. Results: Four themes with corresponding core idea were formulated from the data analysis. It revealed that despite the technology, note taking was the most common technique employed by students among other study strategies. Identified barriers while using note-taking were environmental distractions and physiological barriers. Interestingly, the participants had diverse techniques in addressing the barriers. The participants realized that having strategies were essential and potentially useful for them to become self-aware and confident. The strategies also lessened the pressure during the examination. Mentors need to encourage learners to adopt and develop their study strategies to gain success in their examinations. Conclusion: The students’ choice of study strategies is dependent on their needs and individual differences. Likewise, study strategies are dependent on convenience and effectivity. Among the different study strategies, note-taking stand-out and resulted as mostly preferred by students despite the advancement of technology. It implies that students choose to remain traditional. However, these study strategies are not fully convenient according to the students who have encountered certain difficulties that hinder them in using it smoothly. The students in turn have set coping measures to overcome the barriers they have encountered. Furthermore, the researchers have come to realize that the students utilize these study strategies not just mainly to prepare and pass examinations but also to attain academic excellence. Implication. One of the great ancient philosophers once said that “no one is wiser than himself.” Considering this thought, we can say that academic success does not depend on others but on someone who does the studies. It is therefore wise that for students to have better marks in examinations, they need to adopt or develop study strategies. On the part of the teachers, they can present to the learners the different examination strategies and make the students choose which strategies fit them best. Also, teachers can encourage the learners to sustain those strategies which are beneficial to them.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Multiple Perspectives on the Barriers to Identification and Management of Pediatric Voice Disorders

2017 ◽  
Vol 2 (3) ◽  
pp. 49-56
Author(s):  
Jana Childes ◽  
Alissa Acker ◽  
Dana Collins
Keyword(s):  
Academic Success ◽  
Voice Disorders ◽  
School Personnel ◽  
Voice Disorder ◽  
Multiple Perspectives ◽  
Vocal Qualities ◽  
High Prevalence ◽  
Pediatric Populations ◽  
Low Incidence ◽  
University Settings

Pediatric voice disorders are typically a low-incidence population in the average caseload of clinicians working within school and general clinic settings. This occurs despite evidence of a fairly high prevalence of childhood voice disorders and the multiple impacts the voice disorder may have on a child's social development, the perception of the child by others, and the child's academic success. There are multiple barriers that affect the identification of children with abnormal vocal qualities and their access to services. These include: the reliance on school personnel, the ability of parents and caretakers to identify abnormal vocal qualities and signs of misuse, the access to specialized medical services for appropriate diagnosis, and treatment planning and issues related to the Speech-Language Pathologists' perception of their skills and competence regarding voice management for pediatric populations. These barriers and possible solutions to them are discussed with perspectives from the school, clinic and university settings.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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