How to Get the Most Out of Studying: Part 5 of 5, "I Blew the Exam, Now What?"

Summary

Dr. Stephen Chew offers advice to college students who have received poor grades on exams. He emphasizes the importance of avoiding panic and denial and taking immediate, positive steps to improve. Students should identify preparation issues, review exams for mistakes, consult with professors, and refine study strategies. Chew suggests committing time to effective studying, minimizing distractions, setting goals, and avoiding the temptation to neglect certain classes or assignments. He also warns against common pitfalls such as cramming, skipping classes, or giving up.

Takeaways

• 📚 Don't Panic: It's crucial to avoid panic or denial after receiving a poor exam grade, as these reactions can worsen the situation.
• 🔍 Exam Impact: Remember that a single exam usually contributes less to the final grade, providing opportunities to improve with proactive steps.
• 🤔 Self-Assessment: Honestly evaluate your study habits, time commitment, class attendance, and assignment completion to identify preparation flaws.
• 📝 Review and Reflect: Analyze your exam to understand mistakes, focusing on whether they are spread across topics or concentrated in one area.
• 👨‍🏫 Professor Consultation: Discuss your exam review and study strategies with your professor to gain insights and support.
• 📈 Strategy Evaluation: Assess the effectiveness of your study strategies, moving away from passive habits towards active, deep processing of information.
• 🛠️ Develop a Plan: Formulate a study plan that includes time commitment, minimizing distractions, attending classes, and setting realistic goals.
• 🚫 Avoid Slipping: Do not neglect other classes or assignments in an attempt to catch up, as this can lead to further academic trouble.
• 💡 Follow Instructions: Ensure you adhere to all assignment guidelines to avoid losing points due to non-compliance with directions.
• 🚫 Don't Procrastinate: Seek help early and avoid the temptation to cram or skip assignments, which can exacerbate academic challenges.
• 🌟 Sustained Effort: Developing effective study strategies requires ongoing effort and persistence, with the understanding that setbacks are part of the process.

Q & A

Who is the speaker in the video series?

The speaker is Dr. Stephen Chew, a professor of psychology at Samford University in Birmingham, Alabama.

What is the main topic of the video series?

The main topic is about how to study effectively in college, with a focus on the last video addressing the situation of students who have received a poor grade on an exam.

What are the two worst reactions a student can have after receiving a poor exam grade according to Dr. Chew?

The two worst reactions are panic and going into denial.

What percentage of the final grade does Dr. Chew mention the first exam usually represents in his psychology class?

The first exam usually represents less than 20% of the final grade.

Why is it important for students to take positive steps immediately after receiving a poor grade?

It is important because with over 80% of the grade still out, there are ways to minimize the impact of the low score and improve the overall course grade if they act right away.

What should students do to identify what went wrong with their exam preparation?

Students should be honest with themselves about the thoroughness of their preparation, time commitment, class attendance, and completion of assigned work.

Why is reviewing a poorly graded exam important for students?

Reviewing the exam helps diagnose what went wrong and how to change study strategies for the next exam, understanding if mistakes were spread across topics or focused on one.

What should students do if they find they misinterpreted questions on the exam?

They should discuss with their instructor how to follow and interpret instructions correctly.

How can students improve their note-taking and reading skills based on their exam review?

If students find they lacked key information in their notes or text, they need to improve their note-taking and reading by focusing on capturing and understanding the details expected by the teacher.

What is the role of faculty in helping students who have received a poor grade?

Faculty are there to help students who are taking steps to help themselves, such as reviewing their exams and being open to different study methods. Faculty are most willing to assist students who are proactive.

What are some basic strategies students can use to improve their study habits and raise their grades?

Some strategies include committing time and effort to effective study strategies, minimizing distractions, attending class, setting realistic study goals, spacing out study time, and maximizing review time.

Why is it dangerous for students to start letting some classes or assignments slide to catch up with others?

It is dangerous because students can easily end up in trouble in both areas, and they need to find a way to perform well in all their classes without neglecting any.

What should students avoid doing after receiving a poor exam grade?

Students should avoid continuing with the same study methods and hoping for improvement, waiting until the end of the semester to seek help, skipping classes or assignments, cramming at the last minute, and giving up in panic.

What does Dr. Chew suggest is necessary for students to develop effective study strategies?

Dr. Chew suggests that developing effective study strategies requires a sustained effort, overcoming entrenched ineffective habits, and multiple attempts to find the best strategies, acknowledging there may be setbacks along the way.

Outlines

00:00

📚 Effective Study Strategies After Failing an Exam

Dr. Stephen Chew, a professor of psychology, discusses how to improve after failing a college exam. He emphasizes avoiding panic and denial, being honest about preparation, and identifying what went wrong. He suggests reviewing the exam for mistakes, discussing with the professor, and improving study strategies. Dr. Chew also advises against skipping classes or assignments and not giving away points by failing to follow directions.

05:04

🚫 Avoiding Common Mistakes After Failing an Exam

The second paragraph focuses on the common mistakes students make after failing an exam, such as not changing study habits, waiting too late to seek help, skipping classes or assignments, cramming, and giving up. Dr. Chew provides a list of 'not to do' actions and encourages students to diagnose problems, create a plan, set realistic goals, and improve study skills for sustainable academic success.

Keywords

💡Effective Study

Effective study refers to the use of strategies and techniques that maximize learning and retention of information. In the video, Dr. Chew emphasizes the importance of effective study habits to improve academic performance, especially after a poor exam grade. He suggests that students should commit time and effort to develop these strategies, which include minimizing distractions, attending classes, and setting realistic study goals.

💡Denial

Denial, in the context of the video, is the refusal to accept a poor exam grade and the reality of the situation. Dr. Chew warns against going into denial as it prevents students from taking the necessary steps to improve. An example from the script is when students who have failed multiple exams only seek help late in the semester, leaving few options for improvement.

💡Grade Recovery

Grade recovery is the process of improving a low or failing grade through various academic strategies. The video discusses how students can recover from a bad exam by identifying what went wrong and taking immediate positive steps. Dr. Chew mentions that with over 80% of the final grade still at stake, there is an excellent chance for students to raise their grades if they act promptly.

💡Preparation

Preparation, in the script, refers to the thoroughness with which a student studies and reviews material before an exam. Dr. Chew stresses the importance of honest self-assessment regarding one's preparation, including time commitment, class attendance, and completion of assigned work. He uses the example of students who may not have been doing the reading but still attend class, indicating an incomplete preparation strategy.

💡Note-Taking

Note-taking is the act of recording information during lectures or while studying, which is crucial for later review and understanding. The video script mentions the need to improve note-taking skills if students find they lack key information needed to answer exam questions. Effective note-taking is part of the deep processing of information, which is a recommended study strategy.

💡Deep Processing

Deep processing is a study technique that involves actively engaging with the material to understand and integrate it at a deeper level. Dr. Chew contrasts this with superficial study habits like mindlessly recopying notes. Deep processing requires effort and leads to better retention and understanding, which is essential for effective studying and exam performance.

💡Cramming

Cramming is the last-minute study of material right before an exam, often due to poor time management or ineffective study habits. The video warns against cramming as a study strategy, as it is not conducive to long-term learning or effective exam performance. Dr. Chew advises against this practice, recommending instead a spaced-out study schedule to avoid it.

💡Diagnosis

In the context of the video, diagnosis refers to the self-assessment of one's study habits and exam performance to identify areas for improvement. Dr. Chew suggests reviewing the exam to diagnose what went wrong and discusses this with the professor to understand the mistakes made. This process is crucial for developing a plan to address specific issues and improve study strategies.

💡Procrastination

Procrastination is the act of delaying or postponing tasks or actions, which can lead to poor academic performance. The video script mentions that students should avoid procrastination by not waiting until the end of the semester to seek help or by skipping classes or assignments to focus on others. This behavior can lead to falling behind and making it harder to recover grades.

💡Assignments

Assignments are tasks or work given by teachers to students to be completed outside of class. In the video, Dr. Chew advises against neglecting assignments, even if they seem small or late, as every point counts towards the final grade. He gives an example of students failing to post comments on a discussion board, which, although worth only 5%, can significantly impact the overall grade.

💡Setbacks

Setbacks are obstacles or failures that one encounters on the path to a goal. The video acknowledges that developing effective study strategies may involve setbacks and that it requires sustained effort. Dr. Chew encourages students to persevere, as finding the best study strategies for oneself may take multiple attempts and overcoming entrenched habits.

Highlights

Dr. Stephen Chew discusses effective college study strategies, especially after receiving a poor exam grade.

Avoid panic or denial when facing a low exam score; these reactions can worsen the situation.

The first exam in Dr. Chew's psychology class often accounts for less than 20% of the final grade, offering room for improvement.

Taking immediate positive steps is crucial for improving grades after a poor exam performance.

Honest self-assessment of study habits and preparation is essential for identifying areas of weakness.

Students should review their exam to understand mistakes and adjust study strategies accordingly.

Misinterpreting exam questions can be a sign of needing to improve note-taking or reading comprehension.

Faculty are generally willing to help students who demonstrate self-help efforts, such as reviewing exams.

Ineffective study strategies, like skimming or mindless recopying of notes, can hinder academic performance.

Effective study strategies require deep and meaningful processing of information.

The difference between effective and ineffective study strategies can be subtle and requires careful evaluation.

Developing a plan for better preparation and study is key to improving academic performance.

Committing time and effort to effective study strategies, minimizing distractions, and attending classes are fundamental to success.

Setting realistic study goals and spacing out study time can prevent cramming and enhance retention.

Avoid neglecting any classes or assignments in an attempt to catch up with others, as this can lead to further difficulties.

Not following instructions or skipping assignments can lead to unnecessary point loss.

Dr. Chew lists common mistakes students make after failing an exam, such as not changing study methods or waiting too late for help.

Developing effective study habits takes sustained effort and overcoming entrenched ineffective habits.

Finding the best study strategies may involve multiple attempts and setbacks but will ultimately provide an academic edge.

Transcripts

Hi, I’m Dr. Stephen Chew.

I’m a professor of psychology here at Samford University in Birmingham, Alabama.

This is the last in a series of videos on how to study effectively in college.

In this video, we take on a situation that most students face at one point in their college

careers.

They take an exam and make a terrible grade.

For many students, it is the lowest grade they’ve ever made.

Alright, so you’ve blown an exam.

You want to do things that will help you improve your situation and avoid doing things that

will make the situation worse.

The two worst things you can do is panic or go into denial.

In my general psychology class, it isn’t unusual for a quarter to a third of the class

to make D’s and F’s on the first exam.

But, that exam is worth less than 20% of the final grade, and I offer ways to raise a low

exam score.

With over 80% of the grade still out and with ways to minimize the low score, students have

an excellent chance of raising their grade in the course as long as they take positive

steps right away.

Denial is not one of those positive steps.

I have students who fail three exams and they come and talk to me and ask me what they can

do to raise their grade.

That late in the semester there are very few options.

So it is very important that you take positive steps right way.

So what are the positive steps to take?

It is critical that you try to identify what went wrong with your preparation on the exam.

First, be honest with yourself.

How thorough was your preparation?

Did you commit sufficient time for both study and adequate review?

Did you go to class and pay attention?

Did you do the assigned work?

I have students who come and talk to me and who act as if there is some magic shortcut

which will allow them not to do all the work but still make a passing grade.

They say things like, “Well, I haven’t been doing the reading, but I have been coming

to class.”

Now, I know there are classes where, perhaps, you can read the textbook and not go to class

and still pass, or you can come to class and not read the textbook and still pass.

But you are much better off in over-preparing for the first exam and then streamlining later

for the later exam than you are in under-preparing for the first exam and starting out in a hole.

The next thing you should do is review your exam to see what you missed, and then discuss

your situation with your professor.

It isn’t fun to review an exam you did poorly on, but you need to use it to help diagnose

what went wrong and how to change for the next exam.

Were your mistakes spread out across topics or were they focused on one particular topic?

If your mistakes were spread out across topics, that means that you need a comprehensive improvement

of your study strategies.

If they are focused on one particular topic, then you need to try and understand why that

topic gave you particular difficulty.

Did you follow instructions?

Did you misinterpret questions?

If you misinterpreted questions, then perhaps you need to discuss with your instructor how

to follow the instructions or how to interpret the instructions correctly.

Also, look at your errors, and see if you had recorded the information needed to answer

the question correctly in your notes.

If you did not have the key information in your notes, then you need to improve your

note-taking.

If you didn’t have the information highlighted in your text, you need to improve your reading.

The key point here is that you have to study, take notes, and read at the level of detail

and understanding that your teacher expects.

After reviewing your exam, go discuss how you prepared and what you discovered from

reviewing your exam with your teacher.

Most faculty want to see their students learn and succeed.

The key, though, is that faculty are most willing to help students who are taking steps

to help themselves, like reviewing their exams and being open to different ways of studying.

It’s the struggling students who don’t come to see us who are most likely to fail.

Faculty are not your enemy.

Next, you need to examine your study strategies to see if they are effective or not.

If you haven’t viewed the earlier videos in this series, you should do so.

Poor study strategies are often appealing because they are easy and mindless to do,

like skimming over your notes without really thinking about them.

Or reading over a text quickly without really trying to comprehend it, or studying with

friends when it really isn’t studying.

Bad study habits can also be effortful to do, but they don’t require deep processing,

like recopying your notes without really thinking about them or organizing them.

Good study strategies are effortful and they require you to process information deeply

and meaningfully.

Think about what your study strategies are making you do and use the principles of deep

processing to evaluate whether your study strategies are effective or ineffective.

Note that ineffective and effective strategies can be superficially similar.

So for example, mindlessly recopying your notes is a bad study strategy, but actively

organizing and thinking about the connections within your notes is an effective study strategy.

Finally, come up with a plan for better preparation and study to improve your scores.

Here are some basic strategies you can use to help raise your grade.

Commit the time and effort required to develop and use effective study strategies, Minimize

distractions, Attend class, Set realistic study goals.

Space out study time; avoid cramming, and maximize review time Don’t start letting

some classes or assignments slide to try to catch up with others.

This is a dangerous practice.

Students start skipping one class or letting assignments slide to give themselves extra

time on another.

You can easily end up in trouble in both classes.

You need to figure out a way to do the best you can in all your classes.

Don’t give away points.

A lot of times I will see struggling students give away points by failing to follow directions

or skipping certain assignments.

On a writing assignment, for example, students may be required to have a cover sheet on their

paper.

Some students fail to have that cover sheet and they lose points because of failure to

follow instructions.

Or on a discussion assignment, students may be required to post comments to a discussion

board, but some students will fail to do so because it is only 5% of their grade.

But failing to do so, giving away those points, makes it that much harder for them to make

a good grade.

5% is half a letter grade.

Over the course of my career, I’ve worked with many students who have blown the first

exam.

Here is a list of things NOT to do.

Don’t be the students that…Keep studying the same way and hoping for improvement, or

Waits until the end of the semester to seek help, Starts skipping some classes or assignments

to focus on other classes or assignments, Falls farther and farther behind waiting to

find time to catch up, Crams at the last minute to read the material, Doesn’t do assignments

because they are late or only worth a few points, Panics and gives up.

Ok, so you blew an exam.

Put yourself in the best possible position to improve our score.

Diagnose your problems, come up with a workable plan, and set realistic goals.

If you have poor study habits, take immediate steps to improve your study skills.

Remember, this will take a sustained effort on your part, because not only are you developing

more effective study skills, you have to overcome entrenched, ineffective study skills.

This will take multiple attempts on your part to find the best study strategies for you

and there may be setbacks along the way.

But, once you develop effective, automatic study strategies, then they will give you

an edge in any learning situation.