The role of cramming for examinations and its impact on the use of learning strategies : A comparison between Japanese students and Singaporean students
この論文をさがす
抄録
P(論文)
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.
収録刊行物
-
- 宮城教育大学紀要
-
宮城教育大学紀要 47 345-355, 2012
仙台 : 宮城教育大学
- Tweet
詳細情報 詳細情報について
-
- CRID
- 1050845762524503040
-
- NII論文ID
- 110009536416
-
- NII書誌ID
- AA1125110X
-
- ISSN
- 13461621
-
- NDL書誌ID
- 024274699
-
- 本文言語コード
- en
-
- 資料種別
- departmental bulletin paper
-
- データソース種別
-
- IRDB
- NDL
- CiNii Articles