Students face a lot of challenges when they are studying for tests. These difficulties bar them from attaining good grades in tests they do. Therefore, students need to be guided on how they should study for tests to ensure they achieve positive outcomes. This paper will discuss how students should study for tests to help them attain good grades in their studies.
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There is a strong relationship between learning, time management and performance. Students need to use good study techniques to help them attain good results in school. They need to review how they study to ensure they use methods that expose them to different perspectives that uncover more ideas related to subjects they are studying (Markel 79).
A student who participates actively in class lessons has a higher chance of registering good grades than one who does not. All students need to take notes whenever they are being taught to ensure they have enough learning material to prepare properly for exams. Likewise, tutors need to give students additional exercises after every learning session to evaluate if they have understood what they learnt in class.
Students also need to practice ideas they learn to expose them to high quality problem solving skills. Students studying science and technical subjects need to undertake practical lessons frequently to improve their skills. Practical lessons offer students a chance for self-discovery and exploration (Gurung 367). Students also get new insights on technical subjects by doing different practical tests in laboratories.
Practical lessons offer students a chance to learn through observation and participation. They make students become more creative and inventive which increases their intellect. This encourages students to work hard in their studies to help them achieve good results.
Retention and knowledge transfer are crucial aspects of learning that determine learning outcomes in different institutions. Students need to engage in more academic activities to help them understand what they learn in class and how this content can be applied in real life situations. Tutors need to use a lot of real life examples that allow students to relate what they are learning with real life situations.
This approach helps students internalize the content they learn effectively, which increases their knowledge in subjects they are learning. Students need to have class discussions with their classmates to help them share ideas on what they have learnt. This approach gives all students a chance to collaborate with their peers which makes them revise previous units of subjects they learn in class (Gurung 368).
Various knowledge transfer approaches are useful in helping students acquire more knowledge in what they are learning. Students need to assess their ability to transfer knowledge they acquire in class in different environments. Students should be discouraged from cramming because it is an ineffective way of retaining knowledge.
Cramming discourages students from being creative in their studies because they do not explore other learning techniques that can enable them attain good results (Gurung 370). Many instructors and learners are more interested in covering school curriculums at the expense of knowledge transfer to students. Therefore, this makes it difficult for learners to acquire new skills to develop their intellect.
Tutors need to combine learning activities with different types of assessments to test if students are able to apply what they learn to real life situations. These assessments help both tutors and students find existing gaps in knowledge that have a negative effect on students’ performance.
All learners need to test themselves to deduce if they are mentally prepared to tackle different types of exams. A student needs to review all notes of subjects he has studied in class to grasp ideas which may be helpful in answering specific questions. A learner needs to go through past papers of previous exams to understand techniques examiners use to set exams.
Learners need to form reading clubs, by using questions and mock tests to find out if they understand subjects they learnt in class. This approach also helps learners understand new content related to subjects they learnt which were not covered by their tutors (Gurung 371). Learners who go through sample exam questions have a better chance of passing their final exams than learners who do not.
It should also be noted that some students perform poorly in exams due to anxiety and fear. Such students are not mentally prepared to pass exams because there is a heavy burden of expectations placed on them by their parents, teachers and friends. Therefore, they become stressed and pessimistic which makes it difficult for them to attain positive results.
Many students are made to believe that high exam scores are the only indicators of success in learning institutions. This approach is flawed because it makes students to cram content taught in class which they cannot use later outside the classroom. Tutors and students need to experiment with new pedagogical models that are not only influenced by exams. This will make learners have positive attitudes towards education.
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Gurung, Regan A.R. “How Do Students Really Study (And Does It Matter)?” Teaching of Psychology 31(2005): 367-372. Web.
Markel, Mike. Technical Communication. New York: Bedford, 2012. Print.