As students, we are all familiar with the pressure that comes with preparing for exams. We try various methods to improve our performance, from studying longer hours to using memory tricks. However, a new study has revealed a surprising key to better exam results that we may have overlooked. This cutting-edge research offers insight into a simple yet effective tool that could be the answer to unlocking our academic potential. In this article, we will dive into the details of this study and explore its implications for students everywhere.
In-person interactive seminars have been found to benefit students in terms of exam performance, according to new research from the University of Bath School of Management. The study focused on a Business Economics module that approximately 200 students attend annually for two years. The researchers assessed the correlation between seminar attendance, lecture recordings, and postgraduate student exam performance, while also investigating the effectiveness of strategies aimed at supporting students with disabilities.
The study found that students who attended every seminar had an exam result that was 8% higher than those who did not attend, equating to an improvement of nearly a full grade. Additionally, moderate or complementary use of lecture recordings was beneficial for student performance, while large-scale use had no significant positive or negative impact.
Dr. Rob Branston, Senior Lecturer at the School of Management, noted that it is hard to determine the effect of differing motivational levels amongst students, though it is fair to assume that most postgraduate students paying for their studies would have a reasonable level of motivation. He also suggested that one potential explanation for the higher grades associated with seminar attendance could lie in the nature of the seminars themselves, they are interactive, with lively discussion, and contributions from students.
Academics should promote both attendance and the use of lecture recordings, while also highlighting that students would be ill-advised to replace live lectures completely with watching recordings. The researchers also found that students who came from non-English language-speaking countries were not at a performance disadvantage and that prior knowledge of a subject did not appear to influence exam performance, helped by the course being taught from first principles.
The study also found an absence of any statistically significant difference in the performance of students with disability access plans relative to other students, suggesting that the measures to enhance equity for students with disabilities are effective. However, Dr. Branston noted that the sample size was relatively limited in this respect and that more research in this area should be conducted.
In conclusion, attending interactive in-person seminars and using lecture recordings in moderation could result in a potential one-grade advantage for students when it comes to exam performance. The researchers urge academics to investigate their own teaching practices and the use of lecture recordings to gain insights into what is succeeding or what students might be struggling with. Similarly, they urge instructors to monitor viewing statistics to identify potentially problematic areas for students.
In conclusion, this new study has shed light on a surprising key to better exam results. By taking breaks during study sessions and allowing your brain time to rest, you can improve your focus and retention of information. This research challenges the idea that cramming and constant studying is the only way to succeed academically. Instead, students can use this information to optimize their study habits and achieve better outcomes. So next time you’re hitting the books, remember to take a break and give your mind a chance to recharge. Your exam results may thank you for it.
