When was this study conducted? Does that impact the effectiveness of the results? Why or why not? Help me

summarize this article. ATTACHMENT PREVIEW Download attachmentCHAPTER±6±±±Skills±You±Need:±Study±strategies,±memory,±and±note±taking174Many researchers have investigated study behaviors to see what works. In thischapter, we’ll explore various research based study approaches. Practice yourcritical reading and thinking skills as you dive into this research article that inves-tigated which study strategy led to the best academic outcome.Time foraction6.1Research predictionIn the article you are about to read, Dickinson and O’Connell (1990) identify several studymethods, including:•± Reading±(textbook±or±other±materials)•± Reviewing±(rereading±material±or±notes)•±±Organizing±(putting±material±in±own±words,±combining±notes±using±hierarchies±or±other±system, and attaching material to other material learned)Take±a±minute±now±to±think±about±how±you±study.±Which±method±do±you±use±most±frequently?±Now±that±you±are±in±college,±are±you±using±the±same±study±methods±that±you±used±in±high±school±or±have±you±changed±or±modiFed±your±approach±to±studying?±In±your±opinion,±have±these±meth-ods±worked±for±you±in±the±past±and±are±they±working±for±you±now±as±a±college±student?±Which±study±technique±(reading,±reviewing,±or±organizing)±do±you±think±Dickinson±and±O’Connell±(1990)±found±to±be±most±linked±to±student±success?Address correspondence to Donald J. Dickinson,Department of Educational and Counseling Psy-chology, Te University of ±ennessee, Knoxville,±N 37996–3400.ABS±RAC± In this study we investigated therelationship between study tune and test scoresin a course on learning principles for collegeeducation majors. Te students were required tokeep a continuous log of the amount of time thatthey spent reading, reviewing, and organizingfor the course. Weak relationships with test scoreswere found for total study time and time spentreviewing. A much stronger relationship wasfound for time spent organizing the course con-tent. An extreme-groups analysis revealed thatstudents with high test scores spent 40 min perweek organizing compared with 10 min per weekfor students with low test scores. Te results sup-port the importance that information-processingtheorists attribute to active learning strategies.The general belief is that the more studentsstudy, the higher their grades will be. Recentresearch on college students, however, hasfailed to support this assumption. ReportedEffect of Quality and Quantity of Study on Student GradesDONALD J. DICKINSON, DEBRA Q. O’CONNELL The University of Tennessee, KnoxvilleDickinson, D. J., & O’Connell, D. Q. (1990). Effect of quality and quantity of study on student grades.Journal of EducationalResearch, 83(4), 227–231. Reprinted by permission of Taylor & Francis Group.

View the Answer175±±±EFFECT±OF±QUALITY±AND±QUANTITY±OF±STUDY±ON±STUDENT±GRADEScorrelations between study time and schoolgrades have ranged from a nonsignificant–.02to a significant .11, using students from vari-ous fields of concentration (Schuman, Walsh,Olson, & Etheridge, 1985). Correlations ofthis magnitude suggest that amount of studytime has, at best, a weak effect on grades. Teabsence of a strong relationship between studytime and grades is puzzling because researchstudieswithinclassrooms have consistentlydemonstrated a significant relationshipbetween classroom engagement time, which isa construct similar to study time, and academicachievement (Hawley, Rosenholtz, Good-stein, & Hasselbring, 1984).Patterns of study may have effects on aca-demic achievement that are masked by inves-tigating only total time spent studying. Forexample, Allen, Lerner, and Hinrichsen (1972)found that the number of days per week stu-dents study is a better predictor of grades thanis total study time. How students spend theirtime reading also may have an effect on grades.Students who paraphrase what they read scorehigher on analysis questions than do studentswho only read the material (Annis, 1985), andstudents who use comprehension learningstrategies (e.g., determining the meaning ofindividual sentences) earn higher grades thando students who use knowledge or factuallearning strategies (Ryan, 1984). Ryan reportedthat 47% of students using at least one com-prehension strategy, compared with only 27%of those using only one knowledge strategy,earned As or Bs in a course.Reviewing has long been recognized as animportant study strategy (Gates, 1923). Loft-man (1975) found that time spent reviewingwas a better predictor of grades than was totalstudy time, assignment preparation, and timespent with study groups. Crawford (cited inDuBois, Alverson, & Staley, 1979) found thatreviewing with note taking resulted in highergrades than either one alone did. Zimmer-man and Pons (1986) found that they coulddiscriminate high school students in differentachievement tracks on the basis of their useof reviews and other self-regulated learningstrategies.Organizing by placing information in aconceptual hierarchy also has been found tofacilitate learning (Bower, Clark, Lesgold, &Winzens, 1969). Ryan (1984) found that stu-dents making the highest grades in class inte-grated different parts of the text into a commonframework, and they also integrated text andlecture materials. High school students in ahigh achievement track made greater use oforganizing and transforming in their study-ing than did high school students in a lowerachievement track (Zimmerman & Pons, 1986).Te investigations reviewed above generallymeasured study time outside of the classroomby using self-report questionnaires or logs. Teself-report procedure typically depends on thestudent’s recall of studying over an extendedperiod of time (Loftman, 1975; Schuman et al.,1985). In contrast, the log method requiresstudents to record how much time they studyduring a specific time, such as a day or a week.Te interval between studying and reporting thereports of the studying is less than in self-reportmethods and, therefore, may be less distortedby forgetting.In this study we attempted to improve onthe self-report or log methods by requiringstudents to use a self-monitoring procedure.Self-monitoring requires the subjects to recordthe frequency or duration of eventsas theyoccuror when cued to record. Self- monitoringprocedures are used in a wide range ofpsychological research such as smoking(McFall & Hammen, 1971), disruptivebehaviors (Moletzky, 1974), and schoolwork(Workman, Helton, & Watson, 1982) as asource of data on the target behaviors. Withtraining, self- monitoring data have proved con-sistent with data collected by an independentobserver (Connis, 1979; Kneedler & Hallahan,1981; Workman, Helton, & Watson, 1982).In the present study, students were requiredto keep a daily self-monitoring log of theirstudy activities over the length of a course. Teylogged in and out, by the minute, as studyingoccurred. In addition, the students recordedhow much time they spent reading, reviewing,and organizing when they completed theseactivities.

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