3. FIVE KEYS
TO SUCCESSFUL STUDYING &
EXAMINATION PASSING
You can only manage it when you are able to measure it.
Special programme for students
DR. MUFUNGULWA. M. ANAKOKA
5. TABLE OF CONTENTS
DEDICATION iv
LIST OF TABLES vi
ACKNOWLEDGEMENT vii
FOREWORD viii
1 | INTRODUCTION 1
2 | OBJECTIVES 5
3 | FIVE KEYS 7
3.1 RECOGNITION OF PERSONAL NEEDS 7
3.2 HUMAN RESOURCE 19
3.3 NON-HUMAN RESOURCE 23
3.4 STUDENT SURVIVAL KIT 27
3.5 TIME MANAGEMENT SKILLS 37
4 | SUMMARY 42
5 | AUTHOR 43
v
6. vi
LIST OF TABLES
Table 1: People’s temperaments 14
Table 2: Johari Window 16
Table 3: Johari Window on what I know contrasted
with what others know 17
Table 4: Action verbs and their meanings 33
Table 5: Bloom’s Taxonomy 34
Table 6: Sample Timetable 39
7. vii
ACKNOWLEDGEMENT
Without reservation I would like to acknowledge the
contributions of Sibupiwa IlwangeAnakoka (my wife and idea
editor); Education Student Community (my readership); Dr.
Livingstone Makondo (my friend and script editor); Lerato &
Philemon Selemela (my outlay and typeset editors); and New
Voices Publishing (my publishers).
8. viii
FOREWORD
This book discusses five keys to successful studying and
examination passing namely: Recognition of personal needs,
human resource, non-human resource, student survival kit and
time management.
This book is handy to students undertaking diverse levels of
studies.
This book spells out that academic success is as a result of a
learner’s conscious decision to attain. It also makes it clear that
academic success is attainable through planned moves well
spelt out in this book.
Dr. Livingstone Makondo
Senior Academic Development Advisor/Senior Instructional
Designer
North West University
Mahikeng
May, 2012
9. 1
1 | INTRODUCTION
Have you ever wondered why, in a class of 40 or so, some
students pass exceedingly well while others do the opposite?
Students should learn to manage their personal needs, adjacent
human resource, environmental non-human resource, available
ideas, and time for their personal growth and development
in academics. They should use these five keys, resources, or
factors, for both home and academic advancement.
How can this be? A good use of the five keys will definitely
make a very big difference in a student’s personal academic
performance and progress. Since studying involves brain
work, Buzan (2010:16)1
, in relation to the way the brain
works, indicates that the brain revolves around five functions
of receiving, storing, analyzing, controlling, and outputting.
This implies that students need to get engaged in the processes
of receiving information, store it, analyzing it, controlling
the keeping, and how this information can be retrieved and
be made useful for survival. These brain functions can be
integrated into the five keys discussed in this study guide. The
five keys may be outlined as follows:
1 Buzan, T. 2010. The Buzan Study Skills Handbook. Shortcut to success in your Studies. Essex
CM202JE: BBC Active.
10. 2
FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
1.1 Recognition of Personal Needs: Physiological, security,
belonging, self-esteem, self-actualization, sympathy,
empathy, and spirituality. Being aware of these personal
needs make students adjust their lives to identify and
accommodate ways to not only improve mediocre
performance, but also to allow transformation to take
place by means of instituting change for the better.
1.2 Human Resource: Parents, Teachers, Friends, Home
Visitors, and Strangers, as stakeholders of either
knowledge or space shareholders. Identifying the
value of other people in one’s life is key to personal
development in any heterogeneous society. Blankstein
(2004: 27-28)2
indicates the values of relationships to
the successes of a learner as paramount.
1.3 Non-human Resource: Physical Environment (Places
for studying at school, transport, roadside and home).
The non-human resources have great capacity to affect
one’s ability to academic performance.
1.4 Student survival kit: New start, Friendship, Goal
Setting, Study pattern and proper use of action verbs in
an examination. A myriad of ideas are quite essential to
excellent academic performance, especially pertaining
to friendship, goal setting and good academic study
pattern.
1.5 Time: Timetable in other Institutional timetables (School
and Home). The best way to use time for academic
performance is to plan on how to use it; not planning to
use time is planning to abuse it.
2 Blankstein, A. M. 2004. Failure is not an Option – Six Principles that Guide Student Achievement in
High-Performing Schools. London: Sage Publications Ltd.
13. 5
2 | OBJECTIVES
The main objective of this book is to help students learn
how to use the five keys to successful studying and passing
examinations. After studying this book, the participant is
expected to do the following:
2.1 Recognise personal needs that can affect one’s ability to
study well.
2.2 Knowing classes of persons with potential to affect
personal study patterns, find a way of how to study
effectively and efficiently while s/he has people around
her/him.
2.3 Identify non-human resource aspects that can boost
one’s ability to study, so that a student may make use of
the ecological environment for the benefit of personal
growth and development in academics.
2.4 Acquire knowledge on ideas of how to manage life with
intent to increase personal vibrancy in academics.
2.5 Know, develop skills and be able to put up a personal
timetable so that study can be both effective and efficient.
15. 7
3 | FIVE KEYS
For the learner to study and be able to pass examinations,
s/he should be able to master the following keys to successful
studying and passing examinations: Recognition of personal
needs, associating with important persons in one’s life, proper
usage of non-human resource around, accessing good ideas on
student survival, and possessing good time management skills.
3.1 RECOGNITION OF PERSONAL NEEDS
Abram Maslow identified five needs, as reported by Greeff
(2007:11)3
, as one’s personal needs can lead to better learning.
Maslow’s Triangle of needs can be summarised as:
Physiological: Basic needs namely air, water & food,
shelter and warmth.
Safety: Freedom from physical harm and Security from
threatening events and surroundings.
Belonging: Love,Affection, Companionship, Friendship,
and Family.
Esteem:Recognition,Esteemofothers,andachievement.
3 Greeff, A. 2005. Personal Skills for Effective Learning. Carmarthen: Crown House Publishing Ltd.
KEY
1
16. 8
FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
Self-actualisation: Maximising skills and ability, and
Realising full potential.
In a triangle format it appears as:
Maslow’s Triangle of needs can better be contextually
presented as follows:
3.1.1 Physiological: Air, food, shelter, water and warmth.
3.1.2 Security: Safety while studying. Freedom from
physical harm and Security from threatening events and
surroundings.
3.1.3 Belonging: Sense of personal affiliation to other
humans and systems. Love, Affection, Companionship,
Friendship and Family.
Self-actualization
on Needs
Self-Esteem Needs
Belonging Needs
Security Needs
Physiological Needs
17. 9
Key 1 | Recognition of Personal Needs
3.1.4 Self-esteem: The feeling that one is important to other
people and that one is expecting to be treated as well as
other people. This entails recognition, esteem of others,
and achievement.Astudent may perform better if his/her
self-esteem is high which can be done in 20 ways (tips)
as suggested by Gerson (2006:92-93)4
. Recognition of
personal needs can help boost one’s self-esteem.
Gerson’s 20 Tips to raise one’s self-esteem are:
3.1.4.1 Know your strengths and weaknesses
3.1.4.2 Know your limitations
3.1.4.3 Be happy and satisfied with yourself and your
personal life
3.1.4.4 Be happy and satisfied with your work life
3.1.4.5 Look forward to each day for the adventure and
challenge it brings
3.1.4.6 Count your blessings; focus on what you have
3.1.4.7 Love yourself and your family
4 Gerson, R. F. 2006. Achieving High Performance: A Research-based Practical Approach. Amherst,
MA 01002: HRD Press, Inc.
18. 10
FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
3.1.4.8 Help others, especially by adding value to their
lives and our shared society
3.1.4.9 Believe in yourself and your ability to accomplish
things
3.1.4.10 Believe that you have power to control your life
3.1.4.11 Commit to your life of continuous-improvement
3.1.4.12 Think positively and speak positively
3.1.4.13 Associate with positive people
3.1.4.14 Expect yourself to be the best you can be
3.1.4.15 Reward and reinforce yourself for successes
3.1.4.16 Take risks that you feel comfortable with, and then
expand your boundaries
3.1.4.17 Failure and losing are lessons to be learned on the
road to success
3.1.4.18 Know that you are always trying to be the best you
can be, and that is enough
19. 11
Key 1 | Recognition of Personal Needs
3.1.4.19 Do good and nice things for yourself, things that
make you feel good about yourself
3.1.4.20 Tell yourself everyday that you have a high level
self-esteem, and then go out and do things that
support this affirmation.
3.1.5 Self-actualization: Maximising skills and ability,
and realising full potential. Self-actualization has an
impact on the reflections of people’s temperaments
(Choleric, Sanguine, Phlegmatic and Melancholy).
Brown & Brown (2003: 97)5
classifies them as
follows:
Choleric persons are
confident, determined,
organized people, and
usually they are leaders.
Sanguine persons are
cheerful, optimistic,
and warm people,
and usually they are
entertainers.
5 Brown, J. and Brown, P. 2003. A Guide to Parenting: On the Winning tam with your Children.
Grantham, Lincs,: Stanborough Press.
20. 12
FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
Phlegmatic persons are patient,
peaceful, and easy-going, and
usually they are relaters.
Melancholy persons
are careful, sensitive,
and loyal, and they
usually are analytics.
Notes:
21. 13
Key 1 | Recognition of Personal Needs
Assessment of many sources has helped to unpack the four
temperaments as follows:
Knowing one’s temperament can, to a certain extent, help one
be able to explore his or her self actualization abilities and
work on how to avoid the impact of those weaknesses posed
by the temperament type. This can also help in the exploration
of self exposure. For the sake of those wanting to know their
temperaments, the following Table (1) overleaf may help.
Choleric: Powerful/Rulers/Unemotional Extroverts/Plans
for the future
Sanguine: Popular/Entertainers/Emotional Extroverts/
Lives for the moment
Phlegmatic: Peaceful/ Relaters/Unemotional Introverts/
Enjoys all of life
Melancholy: Passionate/Analytics/Emotional Introverts/
Worries about the past.
23. 15
Key 1 | Recognition of Personal Needs
3 Phlegmatic Calm
Quiet
Easy-Going
Listener
Practical
Supportive
Likable
Contented
Diplomatic
Dependable
Dry Humour
Kind-hearted
Conservative
Neat/Organized
Patient
Stubborn
Reluctant
Unmotivated
Indifferent
Uninvolved
Conforming
Unsure
Dependent
Compromising
Self-Protective
Doubtful
Slow
Indecisive
Tease
Lazy
Accountant
Technician
Diplomat
Teacher
Counsellor
Secretary
Administrator
4 Melancholy Precise
Gifted
Analytical
Thoughtful
Industrious
Serious
Exacting
Orderly
Perfectionist
Loyal
Idealistic
Self-Sacrificing
Creative
Self-Disciplined
Accurate
Moody
Negative Attitude
Rigid
Insecure
Resentful
Dependant
Super-Sensitive
Unforgiving
Pessimistic
Self-centred
Critical
Depressed
Sceptical
Worrier
Hard-to-Please
Interior Decorator
Fashion Designer
Author
Professor
Health Care
Professional
Musician
Philosopher
Self-actualization can be realized if self is evaluated on the
basis of Johari Window which was developed by Joseph
Luft and Harry Ingham (Luft, 1963) and Greeff (2007:38)6
reports this as Johari Window which emphasises the point
that interpersonal communication can enhance learning by
knowing self, as follows (See table 2, overleaf):
6 Greeff, A. 2005. Personal Skills for Effective Learning. Carmarthen: Crown House Publishing Ltd.
24. 16
FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
Table 2: Johari Window
Known to Self Unknown to Self
Known to Others 1.Transparent Area 2. Blind Area
Unknown to Others 3. Hidden Area 4. Discovery Area
Table 2 Key (above):
3.1.5.1 Transparent Area: Known to both self and others.
3.1.5. 2 Blind Area: Things that others know about you, but
you are unaware of.
3.1.5. 3 Hidden Area: Known to you, but unknown to
others.
3.1.5. 4 Unknown potential/Discovery Area: This is the
area of potential discoveries about you. You need
to have opportunities for exploration for you to
discover the unknown in your life. The best way
to do this is to look for them, use what you are
given and create opportunities for learning and
self exploration. This includes peer teaching when
asked to. Group discussions can too be another area
of learning methods in which one can be able to
explore the unknown quadrant.
McMillan and Weyers (2010:107)7
put the grid quadrant (Table
2) indicating that each one of us has four quadrants, even in
terms of personal knowledge relating to what one knows as
7 Weyers, J. and McMillan, K. 2010. How to succeed in Exams & Assessments. Essex CM202JE:
Pearson Education Limited.
25. 17
Key 1 | Recognition of Personal Needs
compared to what others do. From my personal experience, a
knowledge-loving student can do better if s/he acknowledges
the limitations reflected in the four quadrants of Johari window.
The fourth quadrant, unknown to self and others, can best be
explored by doing peer teaching; as this will help identify some
blind spots in your academic understanding. So, help others, it
works better in school too.
Table 3: Johari Window on what I know contrasted with
what others know
I & Others What others know What others don’t know
Things I know 1.Things we all know
2. Things I know, but
others don’t
Things I don’t know
3. Things others know, but
I don’t
4. Things no-one knows
Source: Weyers and McMillan (2010), but amended by Anakoka
.
With special reference to Table 3, above, the assumption of
the Johari Window theory is that a student can learn better if
s/he can make discoveries into that compartment which is not
known to both self and others. This is only possible when an
individual makes use of every opportunity available, or else,
no self discovery can take place.
So, you are encouraged to pursue self disclosure concept to
help you discover your potentials that may not be discovered if
no opportunity is created for you to learn of yourself.
26. 18
FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
On top of the five needs, there are three others which encourage
individuals to get in touch with other humans with intent to
develop. These are:
3.1.6 Sympathy: Feeling for others that they are in bad
situation. Be human enough to feel that others
are disadvantaged, and that they may need help,
regardless of where that help will come from. Help
others who ask for homework assistance.
3.1.7 Empathy: Putting oneself in the shoes of another.
Don’t just sympathise with others, go on helping
them, as you would like others to help you if you
were in the same situation. This is empathy. Actually,
help others; this will be of great benefit to you (the
helper).
3.1.8 Spirituality: To have love for others because they are
a master piece of the Creator God. This will help the
student to love others as much as s/he does self. This
can help a student to develop a habit of helping others
thus increasing the retention (memory) capacity and
that of performance; for strength comes by exercise,
and that not using a part of memory leads to the loss
of its right usage. Be self-less. This concept agrees
with an idea that the need for reform and revival is the
greatest need for our time.
27. 19
3.2 HUMAN RESOURCE
Humans need each other to optimally function well, but these
associations can be fatal if not used properly. Thus we need
to learn how to limit our associations with intent to perform
better than ordinary. Rohn 2010 (57-68)8
connotes that for
success to be achieved; one needs to surround him or herself
with people who have a direction that is classified as path to
success. Gyimah (2011:6 & 73)9
indicates that other people
can either help one to get better or worse, hence we need to be
very careful of who should be in our lives for progress’ sake.
The following classes of people have the capacity to either
help learners cope with the learning processes, or distract them
such that progress will be impaired:
3.2.1 Parents: Due to lack of necessary education
exposure some parents may not be able to know the
impact of how they involve learners in home duties,
as well as the kind of influence they exert on learners
concerning school work to be done at home. While
it is important to do home school work, it is critical
to strike the balance so that parents should not view
8 Rohn, J. 2010. Twelve Pillars. Lake Dallas: Jim Rohn International and Chris Widner International.
9 Gyimah, R. K. 2011. Who is in Your Life? Mahikeng: Gyimah (0027 717 510072/ 0027 795 822661).
KEY
2
28. 20
FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
school as something that puts greater load on home
tasks.
3.2.2 Teachers: Some teachers pass comments that affect
learners’ self-esteem to the extent that performance
starts going down. It is important to develop an
understanding that learners should be having a
culture of learning, and that teachers are facilitators
of the learning processes. It is a learner’s duty to
differentiate between school duty and private one.
This will help the learner to support the teachers with
due respect.
3.2.3 Friends: Acquaintances come in all shapes. Others
are quite parasitic, while some may be of great benefit
to a learner. To strike a balance is vital in the life of
a learner so that a learner’s relationship with others
should ecologically be of mutual benefit.
3.2.4 Home visitors: Take care of some visitors. Like
some parents, some visitors have very little value for
school work. This has an impact on how they relate
to a learner they find in their friends’ or relatives’
homes. You need to be very tactful on how to handle
the requests of some visitors so that respect may be
maintained as much as learner development may be
promoted. Try to have an audience with your parents
to establish the way you have to relate to the home
visitor so that your school work is not jeopardized.
3.2.5 Strangers: People we are not used to have a way
of relating to us. This is no exception for learners.
Strangers may also be found in the category of those
who either know the benefits of school or not. Do not
29. 21
Key 2 | Human Resource
forget that each stranger has an objective of getting
where s/he finds her/himself. So, take precautionary
measures before your opportunity for schooling falls
off.
People around you have an impact on your academic
performance, so watch out for the quality of people one mingles
with. I suggest that it is good to keep company with those who
love academics if academic pursuit is a goal to be realised.
31. 23
KEY
3
3.3 NON-HUMAN RESOURCE
For a learner to learn very well there are other factors that
can influence the learning process to mature into some thing
desirable. Wright (2001:133-174)10
states that studying is
affected by many factors and therefore, studying and passing
examinations require preparation and application of certain
things in life. The following factors, physical in nature, have
been noted to contribute as follows:
3.3.1 Places for study at school: This covers classroom,
library, other classrooms, and open spaces (as you
wait for events to take place).
3.3.2 Transport: While travelling, use that time by using
your pocket conceptual cards (develop some), read
10 Wright, J. 2001. So You’re a Teenager: Vital Facts for Boys. Victoria: Signs Publishing Company.
32. 24
FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
a book or card while waiting for transport, and any
other opportunity that gets created while waiting.
Note: A card should have the main heading, sub-
heading, sub-sub heading, etc.
3.3.3 Roadside pauses: Sometimes a learner may be
waiting for something by the filling station, use this
time to study, and meditate upon your study materials.
3.3.4 Places to study at home: Your home study room
is an ideal place. Apart from this get a room (talk it
over with your parents), and finally your bedroom
(if convenient). Make sure that the room has a chair,
table, a good lighting and avoid studying while in bed
(it has an impact on your neck, and it may also affect
your concentration).
Those specializing in habit formations suggest that 21 days
of exposure to a pattern of life makes acts habitual which gets
translated into character. So, develop a habit of using non-
human resource for academic purpose. It is a good practice.
35. 27
3.4 STUDENT SURVIVAL KIT
In order to be a learner who performs optimally, one need to
nurse the following ideas which promote good healthy living:
3.4.1 New start: Nutrition, Exercise, Water, Sunlight,
Temperance, Air, Rest, Trust in Divine Power, as
suggested by Ludington and Diehl (2005: 181-213)11
.
Eat good food that can help your body to work well.
Exercise 20 minutes x 5 days a week, or 30 minutes
x 3 days a week. Take at least 2 litres of water daily.
Approximately spend 5 to 30 minutes in the sun
daily, depending on the skin colour quality. Strike a
balance in the way of doing things; do not over study.
Take 10 to 20 fresh deep breathes daily, preferably
in the morning. Sleep at least for 7 Hours each night,
avoid sleeping while watching a movie and attend
extracurricular activities at school. Have time to
worship God, it is a need too.
11 Ludington, A. and Diehl, H. 2005. Health Power: Health by Choice, Not Chance. Hagerstown, MD
21740: Review and Herald Publishing Association.
KEY
4
36. 28
FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
3.4.2 Friendship: Have balanced symbiotic relationships.
Beware of Mutual-harmless (Non-harmful) associ-
ates, Harmful associates (Parasitic) and Mutual-ben-
eficial associates (Symbiotic). Be balanced in the way
you associate.
3.4.3 Goal Setting: Set your goal for study pursuit in a
smarter way. The smarter acronym may better be pre-
sented as follows: Specific, Measurable, Achievable/
Attainable, Realistic, Time-based, Expandable and
Result-based. No objectives, no direction; that is it.
Set up a goal of what is it that you want to reach in a
specified time period.
3.4.4 Study pattern: Have a study routine to follow.
Wright (2003: 174-179)12
indicates that goal setting
is an important factor for success in study and that
it requires a particular pattern to follow. Develop a
pattern to follow so that study can be easier to do.
Develop systems for waking up and execute duties
in other areas of life as if someone is watching you
for the finishing. Develop a tendency to be working
up in the morning and force yourself to study. Study
pattern goes hand in hand with memory boost.
Larcher (2007:53)13
states that there are seven (7)
rules to develop memory, and these have been placed
in 6.4.1 below.
12 Wright, J. 2003. So You’re a Teenager: Vital Facts for Girls. Victoria: Signs Publishing Company.
13 Larcher, B. 2007. The Greatest Personal Success Tips in the World. Warwickshire CV377XW: The
Greatest in the World Ltd.
37. 29
Key 4 | Student Survival Kit
3.4.5 Good Memory Development
3.4.5.1 Make up your mind that you will remember.
3.4.5.2 Give your brain the nutrition that it needs.
3.4.5.3 Constantly recall and refresh positive memories.
3.4.5.4 Store memories with positive images.
3.4.5.5 Employ as many senses as possible to store images
as memories.
3.4.5.6 Regularly rest your mind between periods of study.
3.4.5.7 Remember that a good memory is a skill you can
foster, not just something you are born with.
3.4.6 Preparation for Examination
To prepare for examinations, Melgosa (2010: 46- 47)14
states
that a student is expected to do the following:
3.4.6.1 Devising a study plan.
3.4.6.2 Study actively.
3.4.6.3 Learn more than you need to.
3.4.6.4 Practice under exam conditions.
3.4.6.5 Talk to your teacher when meeting difficult
situations.
3.4.6.6 Put some time aside for recreation and information
retrieval (from the memory). This helps you to
remember the important facts about the subject you
14 Melgosa, J. 2010. New lifestyle to Adolescents and Parents. Madrid: Editorial Safeliz, S. L.
38. 30
FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
have studied without referring to the book.
3.4.6.7 Look after yourself during the preparation times.
3.4.7 During the examination
On the day of examination, Melgosa (2010: 47)15
suggests that
the following may be observed for optimum performance.
3.4.7.1 Arrive in good time. Not late, not too early.
3.4.7.2 Breathe deeply.
3.4.7.3 Read the instructions and questions carefully.
3.4.7.4 Plan the examination.
Start with the easiest question first, but temperately.
Review the exam at the end of the examination and
use these for perfecting your answer. Don’t run out
of exam room if not satisfied.
15 Melgosa, J. 2010. New lifestyle to Adolescents and Parents. Madrid: Editorial Safeliz, S. L.
39. 31
Key 4 | Student Survival Kit
Personal experience on this issue has it that on being given
instruction to start writing your examinations, you first check
the number of questions you are supposed to answer. Distribute
your time for each question, and start with the simplest one
and make some kind of outline before writing an answer. The
sanity behind the idea of making an outline is that you may
be reminded of some important information as you continue
writing. Not making an outline, I suppose, may explain the
regrets many students have had after leaving the examinations
room.
3.4.8 Reviewing old examination papers: In an attempt
to justify the value of past examination papers for the
learning of students, McMillan and Weyers (2010:
86)16
say:
Past papers or sample questions are a vital resource. They may
be published electronically on websites or virtual learning
environments, or in paper form within the library. If you can’t
find them in these locations, ask staff or senior students for help.
In order to have an idea of how the examination looks like, it
is a wise practice to seek access to old examination papers that
have been written by students of the schools in previous years.
This practice has many benefits such as follows:
16 Weyers, J. and McMillan, K. 2010. How to succeed in Exams & Assessments. Essex CM202JE:
Pearson Education Limited.
40. 32
FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
Students expecting to write an examination will have
an idea of what kind of arrangement the examinations
come.
The examination papers can be used to practice the speed
for writing an examination. This will help a student to
learn how to allocate time to each question in a particular
examination paper.
The practice of examining the old examination paper
is good for the working with others, in a group kind of
learning.
3.4.9 Develop concept maps: Concept maps are a set of
concepts, usually put on a piece of paper for easy
studying. Highlighting the value of the use of concept
maps, Hewitt (2008:61)17
, says that “concept maps are
a good way for teachers and pupils to understand what
they already know about the topic: in and outside of
school.” A student should put a topic, photosynthesis
for example, and then put down whatever information
on the concept so that it can be easy to study and to
commit to memory. This helps a student to study from
such arrangements, especially if the concepts have
been put on cards, and then use cards to remind oneself
while waiting for a bus, next period teacher, etc.
3.4.10 Proper Use of Action Verbs in an Examination:
Writing an examination is quite stressful, especially to
new students in academics. So, it is important to learn
some of the action verbs often used for due attention
17 Hewitt, D. 2008. Understanding Effective Learning - Strategies for the classroom. Berkshire:
University Press.
41. 33
Key 4 | Student Survival Kit
to the examination requirement. Action verbs like:
State, briefly explain, define, describe, discuss,
compare, motivate, illustrate, draw, calculate, name,
identify, etc, are often used to demand an action from
students. So, there is need for students to master the
action verbs long, if possible, before the examination
time comes into being. While it is good for students to
look at the old examination papers, it is advisable that
they should be careful in listening to the instruction
of each question in an examination. Understanding
the following action verbs can contribute to one’s
good performance, as shown in table 4 below:
Table 4: Action verbs and their meanings
Action Verb Meaning
List Listing implies that you simply state, name, or rather mention
what is required to reproduce.
Define Defining implies that you explain very briefly what the concept is.
Describe This requires explaining how the phenomenon functions, and no
personal opinion is needed.
Discuss Discussing requires you to debate over something and make your
conclusion on the phenomenon. At this level, you are required to
substantiate your debate to indicate scholarly behaviour.
Explain Explaining may imply that you clarify, or give reasons, for a
phenomenon. It is advisable to use examples for clarity and
authenticity’s sake.
Compare Comparing means that you indicate differences, as well as
similarities, between, or amongst, concepts, or phenomena.
Another term that can be used for compare is contrast.
Formulate Formulating implies that you develop a concept, systematically
linked, to other concepts, and taking care of the details.
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FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
Apply To apply indicates that the term is used in a practical way in the
real world. This indicates that a phenomenon is used to solve an
actual problem in life.
Motivate Motivating implies that you give be reasons for your support of an
opinion, concept, or phenomenon. The approach, here, must be
systematic.
Illustrate Illustrating implies that you explain with the examples of a figure,
diagram, or examples to qualify the view, idea, or phenomenon.
Analyse Analysing indicates that you break the concept, idea, or
phenomenon into fragments, and make meaning on how those
fragments relate to the whole.
Synthesise Synthesizing is the reverse of analyse. You build up the whole from
the fragments so that the concept, or idea, can be built from its
diverse fragments.
Evaluate Evaluating requires you to clearly indicate your thinking value
judgement of an idea. This implies that you may be required
to indicate the advantages, and, or the disadvantages, of a
phenomenon, with intent to indicate its value or importance.
Examination questions are usually aligned to Bloom’s
taxonomy, as indicated by McMillan and Weyers (2010:6)18
in
table 5 below:
Table 5: Bloom’s Taxonomy
Level Category Definitions of the Levels and their
Categories
Action Verbs
1 Knowledge. If you know a fact, you have it at
your disposal and can recall or
recognise it. This does not mean
that you understand it at a higher
level.
• Define
• Describe
• Identify
18 Weyers, J. and McMillan, K. 2010. How to succeed in Exams & Assessments. Essex CM202JE:
Pearson Education Limited.
43. 35
Key 4 | Student Survival Kit
2 Comprehension. To comprehend a fact, means that
you understand what it means.
• Contrast
• Discuss
• Interpret
3 Application. To apply a fact means that you can
put it to use.
• Demonstrate
• Calculate
• Illustrate
4 Analysis. To analyse information means
that you are able to break it down
into parts and show how these
components fit together.
• Analyse
• Explain
• Compare
5 Synthesis. To synthesise, you need to be able
to extract relevant facts from a
body of knowledge and use these to
address an issue in a novel way or
create something new.
• Compose
• Create
• Integrate
6 Evaluation. If you evaluate information, you
arrive at a judgement based on its
importance relative to the topic
being addressed.
• Recommend
• Support
• Draw a conclusion
45. 37
3.5 TIME MANAGEMENT SKILLS
Time is a 24 hours available resource. The use of it makes
a big difference between a poor man and a rich one. For the
learner to make remarkable progress, s/he needs to make
use of the available time while pursuing studies. In harmony
with Dittmer (2006:15)19
, man must manage time, instead of
it managing him/her. Weyers and McMillan (2010:63)20
say,
“Successful students tend to have the ability to focus on the
right things at the right time, the capacity to work quickly to
meet their study and revision targets, and the knack of seeing
each task through to a conclusion. In short, they possess good
time-management skills.” Time management requires both
19 Dittmer, R. E. 2006. 151 Ideas to Manage Your Time. Pompton Plains, NJ 07444: The Career Press,
Inc.
20 Weyers, J. and McMillan, K. 2010. How to succeed in Exams & Assessments. Essex CM202JE:
Pearson Education Limited.
KEY
5
46. 38
FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
time and activity audit, but ultimately, one needs to put up his/
her timetable. It is a good idea to take stock of what really
chews your time, and make a decision, either for or against its
keeping. Loss of time may lead to losses untold if not properly
assessed for recovery.
3.5.1 Timetable in other Institutional Timetable: Follow
your school timetable, read that particular subject if
the teacher for the subject is not present. Use free
periods to catch up with subjects that have given you
tough times.
3.5.2 Personal timetables while at School: Within your
timetable at school, there is some space you can use.
Develop a habit of keeping yourself busy, sometimes
memorise some of the school work given to you, more
especially, the chemical equations and mathematical
formulas.
3.5.3 Personal timetable at Home: Make your own
timetable. Here is how: Take your activity audit,
time audit, slot your activities in your available time,
while respecting other Institutional timetables set
for you, then make your own timetable. List all your
activities according to their priorities. Remember that
you should accommodate other family member’s
activities in your timetable. Be productive in all that
you do. Below are the steps in making the timetable:
3.5.3.1 Audit your time
3.5.3.2 Audit your activities
3.5.3.3 Make a table with columns and rows
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Key 5 | Time Management Skills
3.5.3.4 Slot your activities in your table and this makes it a
timetable.
Normally, your timetable should look like the table below:
Table 6: Sample Timetable
DAY TIME SLOTS
MONDAY 5-6 6-7 20-21
MONDAY Rising Up Closing
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Putting a timetable requires a lot of time and energy, so force
oneself to get time to put up a timetable. It is a worthwhile idea.
This can be successfully done at the beginning of the year.
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FIVES KEYS TO SUCCESSFUL & EXAMINATION PASSING
3.5.4 Examination Item Time allocation: Personal
observation has it that it is good to check the number
of items (or questions) in an examination paper and
allocate a specified time to each item as expected by
the examination paper. Make a plan on how to answer
each question and allocate time for each. Make an
outline of your prospective answer.
50. 42
4 | SUMMARY
To optimally use this book, the student needs to remember that
after learning in class, one needs to process the information
in order that s/he be able to retain it for good retrieval, and
reproduction of it when required to do so by the authorities
that be. This process recognizes the five keys to successful
studying and passing examinations: Recognition of personal
needs, persons one associates with, non-human resources in
use, proper use of student survival kit, and good use of time
management skills.
51. 43
5 | AUTHOR
ANAKOKA M.M, PHD
Mufungulwa Maurice Anakoka was born
on the 19th July, 1964. He did his Primary,
Secondary, andTertiary Education in the two
countriesofZambiaandSouthAfrica.Hehas
been running Family Life Education Seminars since 1984, and
has run these in the three countries of Zambia, Botswana, and
South Africa. Apart from these Seminars, he runs workshops
on Management and Training Issues, and serves the Mahikeng
Community as a Motivational Speaker, since 2004. The year
2012 started with his running the study habits-seminars which
influenced him to put a book for students. He has contributed
numerous articles to Mafikeng Mail News Paper on issues
of Family Life from January 2008 to 2011, and has coined
an Evaluation Training Model (ETM) for training Home
Health Educators. He has contributed to graduations of many
University students by offering private research supervisions at
Honours, Masters, and Doctorate Levels. He is married to one
wife, Sibupiwa Ilwange Anakoka, and has been blessed with
three beautiful children: Mufungulwa, Sepo, and Tabo. He is
a member of Mahikeng Service Point for Social Development
Reference Group, Chief Executive Officer for Elijah Institute
52. 44
for Life Skills Education and Assistant Publishing Director for
the North West Region of South Africa of the Trans Orange
Conference for the Seventh-day Adventist World Church.
He currently holds five University Credentials, including the
Doctor of Philosophy in Adult Education.
