Stanford Study Suggests Classroom Resources Improve Students’ Final Grade [VIDEO]


There are plenty of ways by which college students can achieve better grades in college. But, a new study suggests that it can also be made possible when students think about the use of their classroom resources.

The new research reveals that the college students who participated in a self-administered intervention which compelled them to think about and reflect about the way classroom resources are being used were able to achieve better grades compared to their peers, Science Daily reported.

Patricia Chen of Stanford University, a psychology researcher, said that they discovered that when students do self-administration of the intervention, they get to be engaged in a thoughtful self-management, which is helpful when it comes to using and maximizing their resources whenever they study.

Today, students have more options when it comes to how they want to study, considering there is also the spread of online resources. However, the study's findings show that students are still experiencing difficulty in establishing effective study habits. This when Chen and her colleagues have developed a brief exercise for students so that they will be guided on how they can utilize their resources for better and effective studying.

The results of the study have clearly shown that the students who were strategic when it comes to using their resources were able to learn effectively and even achieved higher grades at the end of the semester. They were even able to beat the performance of their peers. The study also revealed that more reflection indeed leads to better performance because the students who received the same intervention twice got higher final grades compared to those who only received the prompt once.

This means that the more students do a self-reflection on their study habits and strategy, the more useful their resources which will ultimately lead to better grades in the end.

The study was published in the Psychological Science, a journal of the Association for Psychological Science.

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