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Running Head: LEARNING AND COLLEGE SUCCESS 1
The Process of Learning Leading to College Success
Lindsey Roylance
Southern Utah University
LEARNING AND COLLEGE SUCCESS 2
Abstract
Good grades in college are vital for college success. Many students, however, do not know how
to accomplish this. Lack of preparation, time management issues, and no motivation are factors
that lead to underachievement in college, and several strategies are needed to reduce this. Having
proper note-taking skills is a skill that makes learning more effective and has different pointers.
To make studying most effective, a good learning environment is advised. This means distraction
free, organization, and mental and physical alertness. There are various strategies to study
properly but some are not as effective as others. The SOAR method of studying outlines weak
strategies vs. stronger ones. Lastly, final review prior to test is not for learning material but for
last minute cool down review. These areas outlined are important in making the test-taking
experience less stressful and better prepared. Overall, getting good grades is a small stepping
stone, but one that will impact future successes in life.
Keywords: study, learning, college, success, grades
LEARNING AND COLLEGE SUCCESS 3
Process of Learning Leading to College Success
Good test results and college success are synonymous with each other. In order for the
nation to prosper, America needs good education and training for the workforce (Blai, 1993).
Since childhood, parents and teachers have stressed the importance of doing well in school. In
elementary school, it was mostly participation and learning activity based. In junior high and
high school, it was the homework projects and tests that became important. However, college
success mostly depends on exam scores from lecture or text learning. In all of this, good grades
are stressed. However, something the teachers often forget to teach is how to accomplish this
and many struggle. There are various factors that lead to underachievement in college and
research needs to be done to combat this. Proper learning and studying are two skills that must be
developed in order to gain college success. These are the processes prior to test taking that
include note-taking skills, a proper study environment, study sessions, and the final review
before the test. Learning how to do these processes are important, but it is up to the student to do
with it what he or she will. Most students are not expert learners and do not have the best
methods to prepare for tests and ultimately college success. I want to provide statistics to show
students this, and I want to solve this dilemma with my research.
Before considering how to gain college success, the problem must first be addressed.
Students do noy inherit good study skills; they must be learned and applied. Therefore, most
students struggle in entering college because of some prior discrepancy in education. According
to Balduf (2009), many students who leave college prior to graduation were previously on
academic probation at some time. In researching this fact, a study was done to see exactly what
contributes to this underachievement. Through self-selection, students from Queen Mary College
were interviewed to find common themes in the underachieving students. Lack of preparation in
LEARNING AND COLLEGE SUCCESS 4
high school, time management problems, and lack of self-motivation were three factors found to
contribute to underachievement. A main reason for this is many students reported that high
school was too easy and did not prepare them for the rigorous college course load. A lot of these
students took multiple AP classes in high school and still easily received A’s for their half-
hearted learning. Because getting good grades in high school was so easy, the students did not
learn valuable study skills to carry on to college. Some did not have to study, and those who did
studied shortly, did not pace themselves, and procrastinated often (Balduf, 2009). Because of
these factors, the adjustment from high school to college is hard, and many find
underachievement to be a problem in entering college. Finding solutions in each area of study
and learning will clear the air of how to learn and can be an evaluation for students to compare.
The SOAR Method of Learning
Generally, students have poor note-taking skills and miss about 70% of critical points
when taking notes both in lecture and when reading text. This is a problem because stuff that is
not written in notes only have a 5% recall. In the SOAR (selection, organization, association, and
regulation) method of study presented by Jairam and Kiewra (2009), weak strategies are
addressed and solutions are presented to overcome the problem. Students admit to linearly take
notes in lists and outlines which limits learning and making connections. Another poor study
strategy is learning piece by piece and not connecting concepts. Redundancy is a problem and a
habit that many students fall into and include rereading and recopying notes. Each of these weak
study strategies lead to a 73% reported trouble with recall on tests (Jairam & Kiewra, 2009).
Because of this, the weak strategies will be given a solution each with corresponding letters in
SOAR.
LEARNING AND COLLEGE SUCCESS 5
Four good study strategies from the SOAR method are selection, organization,
association, and regulation. This method works by targeting each incorrect and less effective
study strategy and correcting them to make them better. There are two sources of support in the
SOAR method: empirical support and theoretical support. In empirical support, taking notes
show that a student is giving higher attention to what is taught and performs better in tests versus
one who did not take notes. It is shown that there is a positive correlation between the amount of
notes and academic performance. Linear notes are established in this article as a weak study
strategy and include lists and outlines. To overcome this problem, more effective strategies are
introduced as hierarchies and sequences. These show connections to notes rather than separate
ideas. Making associations is another way to show connections with what is learned and prior
knowledge. This can be done by asking questions, creating mnemonics, and making analogies.
Redundant strategies can be overcome by self-quiz methods; rather than repetition, self-quiz
forces an understanding of the material (Jairam & Kiewra, 2009).
The SOAR method has theoretical support as well. In cognitive processing, information
is first in sensory memory and goes to short-term memory. From there it is moved into long-term
until needed for recall where it is placed back into short-term memory. Selection is associated
with attention because what the student attends to is what he or she can selectively copy down as
notes. Organization and long-term storage correlate because what is stored depends on how well
it is organized. Association is synonymous to encoding because in both of these, little tricks are
needed to make links in memory. Last of all, Regulation by way of questioning brings about
retrieval of that information. This uses the strategy of self-quiz rather than redundant strategies
like rereading notes (Jairam & Kiewra, 2009). All of these cognitive processes support each
letter in what SOAR is really about.
LEARNING AND COLLEGE SUCCESS 6
The purpose of the study was to test the SOAR method against students without the
SOAR method. Jairam and Kiewra’s (2009) prediction was the students of the SOAR method
would perform better than those without. Sixty undergraduates were taken and split up into five
sections: the control, those with selection, those with selection and organization, etc. The control
group was given text to read, and the selection group was given flashcards with all facts
presented linearly. The selection and organization group was given the same facts but presented
in in matrix format. The SOA group studied by associations, and the SOAR group was given
matrix format, associations, and practice tests. Two tests were given: fact and relationship
(Jairam & Kiewra, 2009). From these tests, results were calculated to show a possible
relationship between groups and scores on the tests.
The results of the experiment showed that students who scored well on the fact test
displayed great isolated learning but lacked in grasping the overall concept and relationships
between things. The SO group turned out to recall more facts than any other group. This gives a
boost to studying with matrix organizers. However, the SOAR group had a higher impact on
relationships. The predictions made for this experiment were not completely supported because
fact learning in the SO group had a higher score than SOAR. This is explained because the
associated part of SOAR learning gives relationships and takes away from the importance of fact
learning. Although the complete SOAR method did not produce best results, it is shown that the
control group (students without any aid) had lowest performance on both tests. The two overall
findings is that, for relationship, studying SOAR is beneficial, but, for fact studying, using SO
would suffice and produce best results (Jairam & Kiewra, 2009). Depending on the type of
learning, students can take advantage of the different SOAR strategies to take notes with and
increase success as the students in the experiment did.
LEARNING AND COLLEGE SUCCESS 7
Note-Taking Skills
Taking notes is an important step in the learning process whether it is through in-class
lecture or outside reading from text. For outside reading, taking notes functions as an aide in
understanding. According to Onwuegbuzie, Slate, and Schwartz (2001), the majority of students
read passively in reading text. This means that there is no active effort in trying to understand the
material but a monotonous struggle to get through it. Something I have personally found in
reading difficult material such as certain passages of scripture or challenging biology reading is
that I often read without understanding. Taking notes helps one follow along more closely and
understand material better. In taking notes, it is important to make them exact and to not make
them so complicated that they will not be understood in later review (Blai, 1993). It does no
good to write extensive notes that are too arduous to return to; include important facts, and omit
any fluff without purpose. It is also a good idea to highlight or underline important facts and to
write down possible test questions to come back to in later study (Cusimano, 1999). Doing this
helps students prepare for what is to come at exam time.
Because learning of today has shifted from the blackboards, desks, and textbooks of
yesterday, computers, visual presentations, and audio are very much a part of learning in the
classroom. This is often beneficial in learning, but can be a distraction with the complexity of
these styles. In a study done by Lin and Bigenho (2011), different media environments, in
association with note-taking, were tested. The three media environments that were tested for
memory recall were a no distraction, audio-distraction, and visual-audio distraction environment.
The three methods of note-taking included no note-taking, note-taking with pen and paper, and
note-taking via computer. These researchers wanted to know which of the media environments
along with a method of note-taking would produce best recall. To accommodate the various
LEARNING AND COLLEGE SUCCESS 8
variables, nine videos were created. For each video, 20 words are flashed onto the screen to test
memory recall. For a no-distraction environment, only the words flashed. In an audio-distraction
environment, a different word was spoken as the target words were flashed. The third
environment had both the audio distraction and a visual distraction. The point of this test was to
see how many words are recalled in each of the various environments versus the type of note-
taking. Twenty-one students were used for this study, and, for a no-distraction environment,
results show that taking notes on traditional pen and paper produces best memory recall.
However, taking notes via computer produce best results in an audio-distraction environment. In
an auditory-visual distracting environment, results show that no note-taking is best (Lin &
Bigenho, 2011).
These results explain that the type of note-taking depends on the complexity of the
learning environment. Because an audio-visual distraction environment is so complex, it is best
to just sit back and listen and not try to actively take notes that could further take away from
learning. A no-distraction environment is so simplistic that it provides the space in learning to
actively take notes that will aid in later recall (Lin & Bigenho, 2011). Knowing this, students can
judge their own environment of learning and decide which method is best for them. This way,
students can bring these notes to a good study environment and hopefully glean as much from
them for long-term remembrance.
Good Study Environment for Effective Learning
A good study environment provides the path for effective learning. If the atmosphere is
not proper, osmosis of learning is inhibited and memory recall is ultimately affected. No student
would purposely hurt their chances of learning the material so it is important to provide the
perfect set-up of a study environment. This way, students can take what they want that will best
LEARNING AND COLLEGE SUCCESS 9
suit them. Blai (1993) explained that limiting distractions while studying will positively
influence overall success in learning the material. This explains why homework takes so much
longer while watching TV and surfing Facebook and Pinterest. Selective attention can only
stretch so far, and by doing these activities, schoolwork is put on the backburner. The place of
study varies but is significant to learning. Many students study alone at home; however, a quiet
spot in the library is another option (Kuo, Hagie, & Miller, 2004). In my own experience, I prefer
to study at home but other students report a preference of studying in the library or other school
center as to not bring work home with them. Whatever the preference, a quiet place is needed to
keep distractions to a minimum.
Limiting distractions, however, is a debatable topic in preparing the best study
environment. It is, of course, good to make sure the chance of interruption is lessened, but
distractions for some people can enhance learning for others. Two examples include the presence
of food and music. Food is definitely a distraction, but, if spaced right, can be motivation to get
through difficult material. Music in the background makes selective attention difficult for many,
but some are conditioned to use music as a way to tune other aspects of a distracting
environment out. In a study done by Jones, Bacon, and Williams-Shultz (2010), students
reported benefits of listening to music while studying. Some said that music is a therapeutic
device that calms and relieves stress, others reported greater focus/attention to what is being
studied, some said music is background noise that drowns out everything else, and others liked it
because it makes studying fun. Because of these benefits, music while studying was seen to
positively enhance the learning of the students in this experiment (Jones et al., 2010). These
examples do not discredit the suggestion of limiting distractions in any way; however, it is vague
and all distractions do not mean the same thing for each student.
LEARNING AND COLLEGE SUCCESS 10
As well as being focused and limiting distractions, organization is key to providing an
effective study environment (Cusimano, 1999). After finally sitting down to start reviewing for
tomorrow’s exam, finding a necessary tool is missing is such a hassle. Time is then taken out to
either find it or to go collect it. Having all pens, books, notes, computer, computer charger, and
any necessary snacks present the first time lessens time loss in constantly jumping up to get it.
Good organization keeps the study area clean from clutter, which can have a negative impact on
productivity.
In making a productive study environment, mental and physical conditions must be
inspected. Being physically and mentally alert is crucial to effective learning. One suggestion is
to never lie down in the homework or study setting (Cusimano, 1999). This relaxes the body and
can lead to sleep. Fatigued students do not have the attention and motivation that alert ones do.
Not being mentally fresh leads to less effective review of notes which leads to poor memory
recall on tests. This can be overcome by taking breaks when the subject is exhausted and doing
school work at decent hours of the day (Blai, 1993). Depending on whether students are night or
morning people, the time of effective review and learning differs. Staying up until the early
hours of the morning to cram for a test is not productive and could hurt test scores because of
lack of sleep. Making smart decisions about the study environment, and making studying a
priority is a step in the right direction to college success.
Effective Study Skills for Test Success
Many students do not know how to study to produce best test results. There are many
different suggestions to help with this, and different strategies work with different types of
people. Having these strategies make learning more effective rather than just the traditional note
review for test. Making a schedule and managing time are two skills that must be mastered in
LEARNING AND COLLEGE SUCCESS 11
order to be successful in anything, especially college (Cusimano, 1999). As to not exhaust all
energy on one subject, a planner and to-do list will help monitor both progress and time. A study
schedule can also incorporate breaks and extracurricular activities for a well-balanced life. I find
this is beneficial when I am held down by mountains of homework. Making time for the other
important things in life assures that other areas of life such as religion, friends, and family are not
getting left out. After the time is made to study, certain strategies can be used to increase
effectiveness.
According to Cusimano (1999), working with personal strengths is a useful tactic to take
advantage of. For example, audio learners could study aloud. For me, this helps with
concentration when I cannot grasp a concept. Visual learners can find video helps on YouTube to
help stress a concept that is difficult to understand. Flash cards is another tool that help in
repetitive review and are a great way to force recall on answers rather than being just familiar
when looking over notes. A good idea to keep in mind for flash cards is they take time. Making
flash cards the night prior to test does no good; however, they are a great help if made gradually
over the semester and reviewed frequently.
Higher forms of studying such as self-quiz and teaching others is active learning that
requires an actual recall of knowledge (Blai, 1993; Cusimano, 1999). These two forms are likely
to be most helpful in test preparation; they ensure that the student truly knows the information
rather than just passively looking over notes. Formulating possible test questions takes creative
and intelligent thinking (Blai, 1993). This takes practice but asking questions and then replying
with an answer is, to me, comparable to teaching yourself. This is an alternative to teaching
others if a friend is unavailable to be a guinea pig in such study sessions. On the other hand, it
will be beneficial to students if there is a friend to teach the material. Teaching others helps make
LEARNING AND COLLEGE SUCCESS 12
sense of what the material means. In a class, the teacher’s job is to make sure students
understand the material and this is sometimes done by creatively making associations with
different facts. If students teach others via study group, all members have a chance to learn in
different ways and be able to make sense of it and then go and teach it themselves. All of these
study suggestions are backed up by researchers and are shown to have a positive impact on
overall test results. Using this advice gradually will make the final test review less time
consuming and not as stressful.
Final Review Before Test
After proper gradual studying of the material, the test approaches. Now it is time to take
wise steps in doing a final review prior to the test. This is the cool down time to relax and rely on
what was learned in previous study. Using self-made practice questions is beneficial in reviewing
the night before a big test. This assures that the material is truly understood and remembered.
Time management in normal study and final review are alike. It is smart to take breaks when
fatigued to break away from monotonous learning. It is also good to change subjects as they are
exhausted. Stressing one subject pushes other important subjects away from the front of the mind
so switching can help keep each subject fresh. Spacing reviews and answering practice test
questions are two good methods to keep a clear head to get comfortable with expectations of a
real test (Blai, 1993; Cusimano, 1999). Something not advised is cramming for a test the night
before. This is usually caused by lack of preparation during normal study that also hurts the final
review the night prior to the test (Blai, 1993). Cramming gives only a brief touch over crucial
material, and results in poor recall when it counts. This stress, of course, can be prevented by
carefully following the steps outlined in the how to study section. Following these steps in the
final process prior to test-taking gives students great support in scoring that envied A.
LEARNING AND COLLEGE SUCCESS 13
In conclusion, doing one’s best will be beneficial in all areas of life, especially school.
Whether it is to apply for a program, scholarship, or even a job, good grades are crucial to
landing these stepping stones in life. This does not come easily for all students, and, unless
taught how to effectively learn and study, many struggle. There are various areas of learning that
contribute to the end test score, and each is equally important. Success cannot be accomplished
by just one particular skill but a combination of them (Cusimano, 1999). Having good note-
taking skills, a proper study environment, good study skills, and tips on the final review all
contribute to the aspiring A. It is important to remember that many students do not use the best
methods to study. Some do but may not realize that the strategies they use are scientifically
supported in research. In addressing these strategies of learning, students can see what they are
doing right and what could be improved upon. This improvement has many functions such as
lessening confusion and stress, building important skills for future schooling, and for getting
good test scores and therefore grades. This achievement in college paves the way for high-
quality jobs and ultimately success in life.
LEARNING AND COLLEGE SUCCESS 14
References
Balduf, M. (2009). Underachievement among college students. Journal Of Advanced
Academics, 20(2), 274-294.
Blai Jr., B. (1993). A study guide for students. Clearing House, 67(2), 98-102.
Cusimano, J. T. (1999). Study skills for a successful semester. Black Collegian, 30(1), 14-17.
Jairam, D., & Kiewra, K. A. (2009). An investigation of the SOAR study method. Journal Of
Advanced Academics, 20(4), 602-629.
Kuo, J., Hagie, C., & Miller, M. T. (2004). Encouraging college student success: The
instructional challenges, response strategies, and study skills of contemporary
undergraduates. Journal Of Instructional Psychology, 31(1), 60-67.
Lin, L., & Bigenho, C. (2011). Note-taking and memory in different media
environments. Computers In The Schools, 28(3), 200-216.
doi:10.1080/07380569.2011.594989
Onwuegbuzie, A. J., Slate, J. R., & Schwartz, R. A. (2001). Role of study skills in graduate-level
educational research courses. Journal Of Educational Research, 94(4), 238-246.
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