Lindemann R A, Cabret M L
Section of Hospital Dentistry, UCLA School of Dentistry 90095-1668, USA.
J Dent Educ. 1995 Nov;59(11):1020-6.
This study evaluated the studying strategies of second-year and third-year dental students as related to end-quarter exam preparation. Focus groups were convened to elicit current student studying strategies that were incorporated into a three-question survey and administered to second- and third-year students. Strategic use of study resources was rank ordered in the first question; course characteristics influencing study prioritization were rank ordered in the second question; and a third question addressed strategic time management. Overall, both second- and third-year students ranked the studying resource "notepool" first, although students of high academic standing ranked "texts and syllabi" first. Regarding course characteristics, both classes gave high ranking to "instructor expectations," "performance on midterm," and "course structure." Second-year students rated "performance on midterm" as significantly more important to prioritization than did third-year students (p = 0.01, t-test). As to time management, a statistically significant number of second-year students (p < 0.01, chi-square) ranked "studying for exams mid-quarter" first while third-year students (p = 0.05) ranked "studying the week before finals" first. Second- and third-year students of high academic standing indicated that they began studying at the beginning of the quarter. The data suggest that studying strategies change as students progress in school and that students of high and low academic ranking differ in the strategies they employ.
本研究评估了牙科二、三年级学生与季度末考试准备相关的学习策略。召开焦点小组会议，以引出当前学生的学习策略，并将其纳入一份包含三个问题的调查问卷中，该问卷发放给二、三年级学生。在第一个问题中，对学习资源的策略性使用进行了排序；在第二个问题中，对影响学习优先级的课程特征进行了排序；第三个问题涉及策略性时间管理。总体而言，二、三年级学生都将“笔记库”列为首要学习资源，尽管学业成绩优秀的学生将“教材和教学大纲”列为第一。关于课程特征，两个年级都对“教师期望”“期中考试成绩”和“课程结构”给予了较高排名。二年级学生认为“期中考试成绩”对确定学习优先级的重要性显著高于三年级学生（p = 0.01，t检验）。在时间管理方面，有统计学意义的是，二年级学生（p < 0.01，卡方检验）将“在季度中期为考试而学习”列为第一，而三年级学生（p = 0.05）将“在期末考试前一周学习”列为第一。学业成绩优秀的二、三年级学生表示他们在季度开始时就开始学习。数据表明，随着学生在学校的学习进程，学习策略会发生变化，而且学业成绩高低不同的学生所采用的策略也有所不同。
