A study at the Open University of Israel found students who study in organized groups and get weekly tutorials have a higher persistence rate than those with tutorials every three weeks. More experienced students and those in liberal arts and social sciences have a higher course completion rate. Age, sex, and educational background have little…

Predictions of a model of instructional feedback were tested as 117 undergraduates read a text, rated certitudes, and received feedback at varying speeds. Results support the hypothesized relationship between certitude and the probability of correctly answering posttest questions, but not between certitude and durability (maintaining a response…

A survey of eighth graders in 11 countries showed that countries whose students averaged the most homework (8 to 9 hours weekly) also had the highest average test scores. Swedish and U.S. students did the least homework (4 to 5 hours weekly) and had the lowest scores. Japan's system is praised and U.S. youth's TV-viewing habits deplored. (MLH)

Among 87 American Indian students at a Montana college, those from traditional families were more task and achievement oriented, had higher grade point averages, and spent more time doing homework. Those from modern families cared more about professors' opinions and skipped more classes. Contains the survey questionnaire. (SV)

A study investigated the study approaches of students in upper-division distance-learning courses at Britain's Open University. Study approaches of upper-division students were affected by background variables and were more closely related to the avowed aims of higher education than to those found among lower-division distance-education students.…

A study examined learning through the eyes of 20 high-achieving female secondary students. Learning and success in school was described as the result of taking an active stance toward the material and understanding their own style preferences, including an inclination for learning within contexts and a tendency to study alone. (Author/CR)

Examined the effects of traditional versus learning-style-responsive study strategies on eighth graders' mathematics achievement, frequency of studying, and attitudes. Found that students applying learning-style-responsive strategies had significantly higher mathematics achievement and attitude scores than students using traditional strategies. No…

Examines the following study habits of postgraduate students who learn under the distance-education system of Madras University: learning patterns at home; kind of participation during the semester; learning habits before the examination; ways they answer during the examination; reasons for studying by distance education; and reasons for joining…

Examined the relationship between middle school students' exposure to a relaxation response curriculum and academic achievement over time. Teachers were trained to teach relaxation response exercises. Data on students' grade point average (GPA), work habits, cooperation, and attendance indicated that students exposed to more than two semesters of…

Explores the impact of unannounced quizzes on students' performance on examinations by comparing course segments with quizzes to segments without quizzes. Finds that test scores following quizzes averaged half a letter grade higher than scores from segments without quizzes; C students demonstrated a grade gain of 84% of a letter grade. (CMK)

Describes a survey of 101 students at the University of Illinois at Chicago (UIC) to examine the efficacy of student-generated study groups. Indicates that college study groups were fairly widespread at UIC, with 34% of the total sample having participated in groups and 85% citing improvement from participation. Includes 21 citations. (MAB)

Investigates (1) the differences in deep and surface strategy use of students in an introductory biology class and (2) the differences between the strategies students reported using for test preparation and those they would suggest a friend to use. Finds high performing students used more deep and domain-specific strategies for learning than…

Discusses how to keep students from dropping out of distance education courses, based on experiences at the British Open University. Highlights include students taking responsibility for their learning; time management skills; managing study space; maintaining good communication; establishing learning communities; and responses to student email.…

Describes a study of undergraduates that examined the potential trade-off in study efficiency and breadth of learning for hypertexts studied by selecting units from a content map. Compares study strategies and text recall with a more- and less-segmented hypertext and discusses text representations, study times, knowledge representation, and…

Examines the performance of four developmental students in a psychology class, each of whom demonstrated a specific type of procrastination: (1) avoidance; (2) arousal; (3) fear of failure; and (4) disorganized or rebellious. States that students were alike in their tendency to postpone work, but they varied in levels of anxiety, timing of work,…