Cramming doesn’t pay, or does it
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This document discusses the practice of cramming for exams and projects. It defines cramming as hastily preparing for an impending assessment by taking in a large amount of material in a short period of time. While some students resort to cramming due to lack of motivation or time to study regularly, it can increase stress and prevent deep understanding. A survey found 32% of students use cramming, more common in younger students. The conclusion is that cramming is not an effective study method and can threaten health if used regularly.
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The document is a report recommending that Christopher Newport University abolish traditional sit-down final exams in favor of alternative assessment methods like take-home exams or papers. It summarizes research showing that final exams increase student stress, encourage cramming which hinders learning, and do not lead to knowledge retention. A survey of CNU students found they prefer alternative methods and associate final exams with stress rather than learning. The report concludes alternative methods like weekly exams or final papers would reduce stress and better encourage learning and knowledge application.
Rosenberg Test
The document discusses the Rosenberg self-esteem test and an IAT (Implicit Association Test) that the author took. For the Rosenberg test, the author scored in the normal range but felt the test was not broad enough or helpful enough, only containing 10 questions. The author believes the tests should provide more feedback and tips to improve self-esteem. In contrast, the IAT provided clearer instructions and explored categories of good vs. bad associations. The author felt it did a better job of explaining the purpose and directing people to learn more.
Cia #4
The document discusses the debate around standardized testing in schools. It argues that standardized tests do not encourage critical thinking skills and take away from learning applicable knowledge. Instead of standardized tests, the document suggests alternatives like stealth assessment that track student progress continuously online or sampling a subset of students to take tests. It concludes that if the goal is to develop critically thinking adults, schools need to make learning fun for children rather than limiting them with standardized tests.
A comparison study on academic performance between ryerson (1)
This study compared the academic performance of Ryerson University ECS students who attended homecare versus childcare in their early years. The researchers hypothesized that students who attended childcare would have a higher GPA. A survey was conducted of 53 random ECS students across years 1-4. The results of a chi-square test showed no significant difference in GPA ranges between the homecare and childcare groups, not supporting the hypothesis. While early care may impact early school performance, the study found no long-term effects on university GPA based on type of early care received.
First Hand Learning: Group 1
The document discusses a problem that First Hand Learning, a nonprofit that promotes science education, is facing with declining student engagement in their after-school programs. It proposes surveying students to understand why engagement is dropping and how to make the programs more interesting. A sample survey is designed with questions about students' enjoyment of science activities and the after-school program. Implementing the surveys revealed challenges getting accurate feedback due to variables like students' ages and pressures, and limitations in surveying all target students. In the end, the results were incomplete due to issues in execution and may not fully explain the engagement problem.
How to design_a_questionnaire
This document provides guidance on designing questionnaires for surveys. It discusses important considerations for questionnaire design such as determining what questions to ask, wording questions precisely and avoiding bias, response formats, length, question order, and piloting the questionnaire. The key steps in designing a questionnaire are to maximize the response rate, obtain accurate relevant information, and pretest the questionnaire on a small sample to refine it.
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Cramming doesn’t pay, or does it
- 1. Cramming Doesn’t Pay, or Does it? By: Dina Gaughan Megan Poole Amy Shuleski
- 2. Cramming can be defined as: To prepare students hastily for an impending examination or a project. Basically, you'll find that cramming includes taking a lot of material and studying it in a short amount of time. Cramming Defined
- 3. Many people resort to this for a variety of reasons. Some don't have a lot of motivation to study and others have very little time to apply towards studying because they have a busy schedule. Cramming Facts
- 4. In many cases, cramming can be risky, since it ends up causing stress. You end up making your brain work harder than it would if you were doing regular studying. While doing this every once in awhile isn't that bad, if you do it on a regular basis, it can actually become a threat to your health. Cramming Facts
- 5. Cramming should only be used as a last resort. It is much better to utilize other ways to study for exams and projects. Who is most likely to cram? Cramming Facts
- 6. A survey asked people how they studied for exams – working on understanding the underlying facts; learning by rote or cramming; or no particular method. 32% admitted to having used short-term cramming techniques to get through their exams and that this approach is increasing Chartered Institute of Education Assessors (CIEA)
- 7. 34% of women relied on cramming, opposed to 28.8% of men. 48%of under-24s crammed; only 17.4% of over 55s said they did so in their last exam. Chartered Institute of Education Assessors (CIEA)
- 8. It is evident from this study that the education system is forcing students to memorize facts without gaining long-term knowledge or in-depth understanding of a subject. Cramming is not the way to do it! Chartered Institute of Education Assessors (CIEA)
- 9. As graduate students who work and attend school we find ourselves under pressure with time management and scheduling at times. Lead us to… Topic: Cramming Hypothesis Statement: Cramming Doesn’t Pay Why we chose cramming?
- 10. Survey 10 Question Survey Target Audience Current Graduate Students Male and Female All ages Distribution to current graduate students attending Wilkes University Current classmates
- 11. Questions Demographic, Simple Category, Multiple Choice Demographic, Simple Category, Single Response Behavioral, Single Response, Multiple Choice Survey
- 23. Correlation: How much do these X Variables Impact GPA (Y) ?
- 25. Our first hypothesis test proved studying sooner positively impacts your overall GPA Our second test proved taking a lot of notes positively impacts your GPA Our regression proved GPA is effected by multiple factors, particularly note taking and studying sooner Studies show that cramming causes more stress Thus, without a doubt, cramming doesn’t pay!! Summary
- 26. Survey Recommendations Survey questions/scales - More variety Open-Ended (Age, GPA) Opinion Based / Likert Scale (personal cramming views, study habits, stress levels) Multiple Response Target Audience More specific Collect data from graduate and undergraduate Compare May lead to alternative conclusion
- 27. Questions??