# data[].attributes.headline
The Benefits of Visualization on Academic Performance

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The Benefits of Visualization on Academic Performance

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A study was done on the process of visualizing. One group of students had to visualize themselves studying for the exam and were compared to another group of students who visualized themselves doing well on the exam.

The results showed that students who visualized themselves studying had a clearer idea for how to study, experienced less anxiety about the exam, spent more time studying, and expected to do better on the exam.

Students who visualized themselves doing well on the exam had done 40% more revisions, got marks on an exam that were 8% higher, and outperformed the class average to a certain extent.

Overall, visualization helps improve emotions such as motivation and anxiety, which leads to better academic success.

(Pham & Taylor, 1999)

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What Happens When I Choose my Own Deadlines and the Consequences of that Choice

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What Happens When I Choose my Own Deadlines and the Consequences of that Choice

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This study is about deadline, procrastination, and choice. The study shows that 27% of the scholars begin to hand in there assignments on the final day, but majority of the other scholars wait until the end of the semester to start handing in assignments. The scholars that favored or choose their own due dates generally did not score as well as the other scholars that were picked by the instructor.

(Ariely & Weternbroch, 2002)

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The Impacts of Effective Notetaking on Academic Performance

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The Impacts of Effective Notetaking on Academic Performance

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A study was done to determine the most effective note-taking strategies, whether prior experience with the material influenced academic performance, and whether note taking was genuinely helpful for students.

The results showed that compared to students who didn't take any notes, students who took notes during the lecture performed 12% better on a problem-solving test.

Researchers also found that the most effective note-taking strategy is using summary notes. In the study, students who took summary notes performed 10-15% better on problem-solving questions and 13-17% better on recalling facts than those who just took notes during the lesson. Summary notes were found to be helpful for both students who were new to the material, and students who were already familiar with the material.

(Peper & Mayer, 1986)

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How Spacing and Interleaving can Boost your Marks

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How Spacing and Interleaving can Boost your Marks

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Researchers completed two studies of students in a math class studying over the course of a week for their final exam.

In the first study, they compared students who spaced out their math study sessions of different math lessons over a week with students who studied multiple math lessons in one sitting. This study found that students who spaced out their math study sessions of different math lessons for the final exam got an average mark of 74%, whereas those students who studied in one sitting got an average mark of 49% on the final exam.

In the second study, researchers compared the students who focused on completing the same sort of math questions in a study session with students who performed interleaving during their math study sessions. Interleaving is the process of mixing up the order of lessons that students learn and completing a set of mixed questions from different lessons in a subject. Over the course of the week, students who used interleaving during their study sessions got an average mark of 63% on the final exam and those students who completed the same sort of math questions in a study session got an average mark of 20% on the final exam

(Rohrer and Taylor, 2007).

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Retrieval Practice will Benefit your Studying

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Retrieval Practice will Benefit your Studying

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This study talked about how the effective this strategy is compared to just simply re-reading a key passage. This study found that the students who had a study session followed by a session of retrieval practice did 30% better than those who did two study periods of reading. This study also found how the longer you need to remember the information the less effective the readings will be.

(Roediger and Karpicke, 2006)

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Effort is just as Important (if not more important) than Intelligence.

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Effort is just as Important (if not more important) than Intelligence.

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When students were praised for their effort on a task they were found more likely to persist, perform, and even enjoy future related activities than those who were praised for their intelligence. Not only can having a growth mindset give you better grades in class but by putting in effort alone, participants have been able to handle transitions more efficiently and increase their own self-perception

(Mueller & Dweck, 1998).

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The Impact of Growth Mindset for a College Course

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The Impact of Growth Mindset for a College Course

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In a post-pandemic college communications course, adopting a growth mindset improved student interest and participation with class content and peers. Students who had a growth mindset focused on the effort they put into class which made them better prepared and comfortable with course assignments and assessments

(Denker et al., 2023).

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Researchers from universities in Germany wanted to see if drawings could be an example of the Production Effect. The Production Effect states if students create a new product on concepts they are learning, it will help cement that knowledge into their long-term memory. In this study, they compared students who read the text and students who read the text and also drew pictures of it. They also wanted to see if drawing the picture benefitted more than having the picture given to them.

By conducting this study, these findings were found. Students who drew the pictures performed significantly better on the final test. This was true for both the comprehension of the test and when they had to redraw the original drawing they made. Students who drew the picture needed more team to learn the material. But, that was proven to be the process of drawing the picture and not understanding the concepts themselves. Students who drew the pictures, reported they put more effort into their learning than the other group. Students who had their own copy of the drawing performed better in other tests than those who had been given a diagram.

(Schmeck et al., 2014)

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When you Put in More Motivation, the Result is Better

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When you Put in More Motivation, the Result is Better

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Students were put into four designated groups to find the best way to motivate themselves in this study. The first group was given no reason to try hard, the second was told about an important test, the third group was told that trying hard is what they "should do," and the fourth and final group was told that these skills would help them in the future. The study found that the students in group four put in 25% more effort than those in the other three groups. Giving the students a feeling of choice, like them choosing to study to better their future, has proven to be more motivating than students feeling like they need to study for a test they are forced to take.

(Reeve et al.,2004)

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From the poster, I can apply a tip on growth mindset to help my specific study situation.

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From the poster, I can apply a tip on growth mindset to help my specific study situation.

# data[].attributes.body
Denker, K., Knight, K., Carroll, R., Bradley, K., Bonine, P., Lauck, S., Przytulski, H., & Storr, M. (2022). Assessing student mindset, interest, participation, and rapport in the post-pandemic public speaking classroom: Effects of modality change and communication growth mindset. Journal of Communication Pedagogy, 6, 178–194. https://doi.org/10.31446/jcp.2022.1.14

Mueller, C.M., & Dweck, C.S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33.

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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Source 1: Scholarly source summary from The Science of Learning (Watson & Busch, 2021).

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Source 1: Scholarly source summary from The Science of Learning (Watson & Busch, 2021).

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Source 2: Another scholarly source to back up suggestion.

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Source 2: Another scholarly source to back up suggestion.

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Media: A picture, video or some other created form that is tied to an objective related to the study suggestion.

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Media: A picture, video or some other created form that is tied to an objective related to the study suggestion.

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Sources Cited: Full citations in APA format.

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Sources Cited: Full citations in APA format.

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There is a very strong relationship between how students view themselves to how they perform in school. Studies were conducted to see what affected how students thought about themselves academically. It was observed that age plays a huge factor in this. Academic self-concept is based on the students perceived academic competence based on past performance in certain classes. A student might compare themselves to another based on academic capability. This can lower their ability of achievement if they doubt themselves based on someone else's performance. Achievement levels can also affect academic self-concept. For example, if a student doesn't have great academic success this could set him up to not improve if his academic self-concept is low. They might not feel accomplishment or motivation for themselves which in tern will continue to lower their achievement. For average or high achieving students, this will have the opposite affect as they will improve their academic ability by thinking they can succeed.

(Wu, H., Guo, Y., Yang, Y. et al., 2021)

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Kevin R Clark wrote a report regarding the importance of drawing within the education of medical imaging and radiation therapy students. In this short report, Clark states that students in these programs are expected to learn, recall, and apply terms and concepts into their schooling. He also states that when students draw out the diagrams themselves, it allows the students to be creative. The pictures they have drawn is a useful tool for improving memory recall. When students draw out their own diagrams, rather than study given diagrams, it produces more in-depth knowledge and helps them remember it better.

(Clark, 2020)

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From this poster, I can create drawings that will enhance my productivity and understanding in a creative manner. 

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From this poster, I can create drawings that will enhance my productivity and understanding in a creative manner. 

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The Importance of Revising and Handwriting Notes

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The Importance of Revising and Handwriting Notes

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Additional studies show that students who took handwritten notes included more visuals and images in their notes. This relates to how handwritten notes are connected to generative processing, because students make more meaningful connections on the concepts from the lecture with previous knowledge.

Sometimes students take partial notes during lectures to keep up with the professor. So, when it came to revising notes, handwritten note takers added 3 times as many completed notes than computer note takers. Revision/completing notes is a prediction of academic achievement. In the study, students had to take notes during a lecture, revise their notes, and then take a quiz or test. The results showed that compared to computer note takers, handwritten note takers scored more than half a letter grade higher. In fact, revising notes multiple times a day leads to higher achievement.

The overall results from the study showed that recording, revising, and reviewing notes was the most effective way to study and enhance understanding of the content.

(Flanigan et al., 2022)

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This fake Instagram post can help me explain how to take good notes during a lecture, and explain how to use my notes to help me increase academic achievement. 

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This fake Instagram post can help me explain how to take good notes during a lecture, and explain how to use my notes to help me increase academic achievement. 

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Spacing and Interleaving Practices are Better in the Long-Run

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Spacing and Interleaving Practices are Better in the Long-Run

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Researchers have concluded that spaced and interleaved practice has been seen as effective strategies in performing better on tests.

Spaced-out practice is referred to when course material is studied through multiple study sessions that include study breaks in between sessions. It results in students remembering more course information which results in having better test scores than students who study for tests in one sitting.

Interleaved practice is when the course material of a subject is mixed during study sessions. This includes answering a variety of questions from lessons that are not in chronological order. Interleaving is usually contrasted with blocking which is focusing on one topic at a time during a study session. Blocking is not a very good study strategy and results in lower test scores.

(Chen et al, 2021)

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From this poster, I can explain that spacing and having multiple study sessions with the concept of interleaving present will help absorb more course material on a subject. 

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From this poster, I can explain that spacing and having multiple study sessions with the concept of interleaving present will help absorb more course material on a subject. 

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Asking Questions Develops Independent Learners

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Asking Questions Develops Independent Learners

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A group of students in a class were given three study skill questions to answer. They were given these three questions to see if they would improve their metacognition. These questions were, "Which resources do I need to help me study?", "Why are those resources helpful?", and "How will I use this resource?". Asking these questions improved the students' self-reflection and how effectively they found their study resources when learning. This group of students scored one-third of a grade higher and did better on each exam they had in their classes.

(Chen et al, 2017)

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Brainstorming Provides a Better Understanding of the Learning 

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Brainstorming Provides a Better Understanding of the Learning 

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Researchers conducted a control group design study involving 60 Junior High School Students in Sukabumi, West Java, Indonesia about the way to improve the students' Mathematical connection skills and the relation of Mathematical connection skills with metacognition skills. The result of the study showed that; (1) the Mathematical connection and metacognition skills of students who learn using the Brainstorming method are better than those who use expository learning, (2) there is an improvement in students' Mathematical connection and metacognition skills by using the Brainstorming method, and (3) there is a relation between connection skills and metacognition of students.

(Bahar et al, 2023)

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From this poster, I can practice asking these study skill questions to myself before I start studying course material to improve my metacognition.

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From this poster, I can practice asking these study skill questions to myself before I start studying course material to improve my metacognition.

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Chen, O., Paas, F., & Sweller, J. (2021). Spacing and interleaving effects require distinct theoretical bases: A systematic review testing the cognitive load and discriminative-contrast hypotheses. Educational Psychology Review, 33(4), 1499-1522.

https://doi.org/10.1007/ s10648-021-09613-w

Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35, 481–498.

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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Bahar, R., Munadi, S., & Rosnawati, R. (2023). The brainstorming method on pesantren students' mathematical connection and metacognition skills.
Pegem Journal of Education and Instruction, 13(3), 228-238.

Chen, P., Chavez, O., Ong, D., & Gunderson, B. (2017). Strategic resource use for learning: A self-administered intervention that guides self-reflection on effective resource use enhances academic performance. Psychological Science, 28(6), 774–785.

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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Flanigan, A. E., Kiewra, K. A., Lu, J., & Dzhuraev, D. (2022). Computer Versus Longhand Note Taking: Influence of Revision. Instructional Science, 51(2), 251–284. https://doi.org/10.1007/s11251-022-09605-5

Peper, R. J., & Mayer, R. E. (1986). Generative effects of note-taking during science lectures. Journal of Educational Psychology, 78(1), 34–38.

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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This brochure can help me learn and apply visualization to my study techniques, so I can improve my performance on exams and raise my level of confidence. 

# data[].attributes.subject
This brochure can help me learn and apply visualization to my study techniques, so I can improve my performance on exams and raise my level of confidence. 

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The Causes of Procrastination and Why it Occurs

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The Causes of Procrastination and Why it Occurs

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The study suggests that there is more than one cause to procrastination. One of the reasons a student may procrastinate is that people suffer from all different types of anxieties that are caused by a numerous amount of breakdowns. While reading more into the article, a new type of procrastination; which is called academic procrastinators which is delaying until the "nick of time" to ready for exams, following their procrastination is frequently strengthened by favorably for tests and exams.

(Moore, 2008)

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Pham, L., & Taylor, S. (1999). From thought to action: Effects of process-versus outcome-based mental simulations on performance. Personality and Social Psychology Bulletin, 25(2), 250–260.

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

Wu, H., Guo, Y., Yang, Y. et al. A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement. Educ Psychol Rev 33, 1749–1778 (2021). https://doi.org/10.1007/s10648-021-09600-1

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From this slideshow, I can identify why I should not procrastinate and the impact of doing so

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From this slideshow, I can identify why I should not procrastinate and the impact of doing so

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Many students wonder if studying with music actually helps them focus and do better on assessments but is this actually true? Students were put into four different groups the first group was put into a silent environment, the second group was able to listen to non-lyrical music, the third group was able to listen to music but music they didn't know or didn't like, and the fourth group listened to music they liked while revising. The results show that the students in the silent environment did 60% better than their peers. (Silent environment: 61%, No lyrics: 55%, Disliked Lyrics: 38%, and Liked Lyrics: 37%). This study shows how there can be a time and place to listen to music but while studying it's important to have a silent or minimal noise while studying for exams.

(Perham & Currie, 2014).

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Multitasking During Study Time can Harm your Grades

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Multitasking During Study Time can Harm your Grades

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According to cognitive physiologist Brian Anderson he said that multitasking is something that we have become very good at but, he says when studying for a task it is important to mimic the testing situation to help you do your best since we do a better job of recalling information in the same conditions we learn them in. He says that since most tests are silent you should study in a silent environment.

(Mia Mercer, 2023)

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From this picture, we can see that studying with music affects people negatively.

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From this picture, we can see that studying with music affects people negatively.

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Beige Brown Minimalist Listening Music In Monday Instagram Post (1)

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Mercer, M. (2021, March 10). Does Listening to Music Really Help You Study?. Does listening to music really help you study? – The College of Arts & Sciences at Texas A&M University. https://liberalarts.tamu.edu/blog/2021/03/10/does-listening-to-music-really-help-you-study/

Perham, N., & Currie, H. (2014). Does listening to preferred music improve reading comprehension performance? Applied Cognitive Psychology, 28(2), 279–284.

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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Clark, K. R. (2020). Drawing to Improve Learning and Comprehension. Radiologic Technology, 92(2), 180-182.

Schmeck, A., Mayer, R. E., Opfermann, M., Pfeiffer, V., & Leutner, D. (2014). Drawing pictures during learning from scientific text: Testing the generative drawing effect and the prognostic drawing effect. Contemporary Educational Psychology, 39(4), 275–286.

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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How Retrieval Practice is Beneficial to your Learning

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How Retrieval Practice is Beneficial to your Learning

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This text talks about retrieval practice and how it affects the students when studying. The study demonstrates that covert retrieval is as beneficial as overt retrieval in enhancing retention, challenging previous assumptions that overt responding may be better for the students. The findings suggest that students can achieve similar learning benefits through covert self-testing as they would through overt responding, with potential implications for education.

(Smith, M. A., Roediger, 2013)

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With this image, I can describe how to use retrieval practice and what it looks like.

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With this image, I can describe how to use retrieval practice and what it looks like.

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Copy of Turquoise Yellow Red Colourful English Close Reading Analysis Graphic Organiser (2)

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How Project Based Learning Engages your Learning

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How Project Based Learning Engages your Learning

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Project-based learning (PBL) has also been shown to increase student motivation to study in the classroom. PBL engages students and is a different approach to just giving a student a textbook or study guide and saying study for your test. This ties into the idea of making the students feel as if they have a choice. As a student, finding ways to incorporate PBL into a study routine can be helpful in studying material. Creating a poster or guide for your own study purposes can feel more like a project or task rather than cramming and studying to learn information.

(Manuel Rodríguez-Peñarroja, 2022)

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From this piece of media, I can identify what can best help me to gain the motivation to study. 

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From this piece of media, I can identify what can best help me to gain the motivation to study. 

# data[].attributes.body
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28(2), 147–169.

Rodríguez-Peñarroja, Manuel. "Integrating Project-Based Learning, Task-Based Language Teaching Approach and YouTube in the ESP Class: A Study on Students' Motivation." Teaching English with Technology, vol. 22, no. 1, 1 Jan. 2022, pp. 62-81.

Watson, E. & Busch, B. (2021) The science of learning: 99 studies that every teacher needs to know. Routledge Taylot and Francis Group.

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Roediger III, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255

Smith, M. A., Roediger, Henry L., I.,II, & Karpicke, J. D. (2013). Covert retrieval practice benefits retention as much as overt retrieval practice. Journal of Experimental Psychology, 39(6), 1712. Retrieved from https://ezproxy.niagara.edu/login?url=https://www.proquest.com/scholarly-journals/covert-retrieval-practice-benefits-retention-as/docview/1461367197/se-2

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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56. Ariely, D., & Wertenbroch, K. (2002). Procrastination, deadlines, and performance: Self-control by pre-commitment. Psychological Science, 13(3), 219–224

Moore, R. (2008). Academic Procrastination and Course Performance among Developmental Education Students. Research and Teaching in Developmental Education, 24(2), 56–67. https://www.jstor.org/stable/42802310?searchText=Procrastination+and+deadlines&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3DProcrastination%2Band%2Bdeadlines&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3Ad89c96fed2a73474bbdb9ca8e6b565af&seq=1

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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A study was done on scientists who were applying for grants. The study compared those who had almost failed to win a grant (a near-miss) with those who had almost succeeded in winning a grant (a near-win). The results of the study showed that:

1. 10% of scientists who experienced a near-miss felt unmotivated to apply for more grants.

2. Over the following 10 years, those who experienced a near-miss early in their career published a similar number of research papers to those who experience a near-win since the beginning of their career.

3. Those who experienced a near-miss were 20% more likely to publish a hit paper than those who experienced a near-win.

4. Scientists who made near-misses were more likely to have their work cited by other scientists.

From this study, it can be concluded that failure has the possibility of boosting motivation or resilience and increasing compassion towards others who have also failed.

(Wang et al., 2019)

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The study suggests that there are more than one reason leaders may fail. One of the reasons leaders fail is that they lack a high degree of self-knowledge and are seduced by the force of their situation. The reason why failing is important is because it provides the teacher to describe themselves by further learning rather than the breakdown. The study shows reasons of why failure leads to success. Downfall does not only help leaders in expanding character and flexibility but also authorizes them to increase their resilience and flexibility.

(Slover,2023)

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This poster can help me learn about the benefits of failure and help me apply a different perspective when I fail. 

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This poster can help me learn about the benefits of failure and help me apply a different perspective when I fail. 

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Slover, E. (2023, July 5). Why Failure Is Important in Leadership. GCU. https://www.gcu.edu/blog/business-management/why-failure-important-leadership

Wang, Y., Jones, B. F., & Wang, D. (2019). Early-career setback and future career impact. Nature Communications, 10(1), 1–10

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.