The role of cramming for examinations and its impact on the use of learning strategies : A comparison between Japanese students and Singaporean students

Search this Article

Author(s)

Abstract

Students use variety of learning strategies to achieve their perceived learning goals. These strategies range from memory-oriented learning typical of cramming for objective tests, to deep-processing strategies characteristic of what we have defined as "authentic learning." Students' choices of learning strategies depend not only on the style of teaching and assessment, but also on students' perceptions of their learning goals. This paper intends to show that cramming for high-stakes test can foster use of psychologically sound and creative learning strategies such as meaningful learning, structural learning, and metacognitive judgment. The larger the amount of content knowledge students must learn in order to pass a high-stakes exam, the more sophisticated the learning strategies need to be. Our data from Japanese students and Singaporean students show the effect of cramming for high-stakestest foster developmental changes in students' learning strategies.

Students use variety of learning strategies to achieve their perceived learning goals. These strategies range from memory-oriented learning typical of cramming for objective tests, to deep-processing strategies characteristic of what we have defined as "authentic learning." Students' choices of learning strategies depend not only on the style of teaching and assessment, but also on students' perceptions of their learning goals. This paper intends to show that cramming for high-stakes test can foster use of psychologically sound and creative learning strategies such as meaningful learning, structural learning, and metacognitive judgment. The larger the amount of content knowledge students must learn in order to pass a high-stakes exam, the more sophisticated the learning strategies need to be. Our data from Japanese students and Singaporean students show the effect of cramming for high-stakestest foster developmental changes in students' learning strategies.

Journal

  • Bulletin of Miyagi University of Education

    Bulletin of Miyagi University of Education 47, 345-355, 2012

    Miyagi University of Education

Codes

  • NII Article ID (NAID)
    110009536416
  • NII NACSIS-CAT ID (NCID)
    AA1125110X
  • Text Lang
    ENG
  • Article Type
    Departmental Bulletin Paper
  • Journal Type
    大学紀要
  • ISSN
    13461621
  • NDL Article ID
    024274699
  • NDL Call No.
    Z22-219
  • Data Source
    NDL  NII-ELS  IR 
Page Top