WHAT AM I DOING WRONG
WHAT AM I DOING WRONG
A theory that changed the way I learn about reading, writing, and learning all started in
my college biology class. Mr. Castillo would assign my class homework every weekend, this
consisted of reading three chapters from a biology textbook and questions to answer over the
weekend. I remember the countless hours I spent isolating myself from my friends and family in
order to study. I would stress myself out reading page after page, from the textbook, but no
matter how much I read it felt like the information was going in through one ear and out through
the other. No matter how long I studied I could never get my brain to retain the information
given to me. Just like clockwork, week after week, I would go to school on Monday mornings
and barely pass my exams even though I spent countless hours studying, nothing seemed to
work. What was I doing Wrong? I felt so self-conscious because I knew I was smart, but my
grades were making me think otherwise! No matter how much time I was putting into studying I
wasn’t getting effective results. Infuriated with the feeling of feeling like a failure I asked myself
a simple question, “Am I even using the right study strategies?” To answer my question I
explored countless research articles and journals that allowed me to discover an effective study
method for memory retention.
In order to fully understand the concept of study methods and determine what study
strategies are the most effective, I read “Study Strategies And Generative Learning: What
Works?” By Diana L Van Blerkom. Blerkom is an assistant professor in the academic support
center at The University of Pittsburgh and an author who has published countless articles and
textbooks about education. This article was published with the purpose of actively engaging
students in learning and demonstrating which particular learning technique is the most effective
compared to others. Blerkom conducted a research experiment on 109 college students that
consisted of breaking them up into four groups and testing them on the learning strategies that
they were given. They were all asked to read the same passage and take a 20-item
multiple-choice exam that would record their outcome measure. In the end, it was stated that “the
students in the reading and generating practice questions performed significantly better on the
test than the other groups. (Blerkom, 2006, 10). “This is because it allows students to identify the
important information from the non-important information and test themselves on the
information they believe might be on the exam, allowing them to actively recall the questions
and answers.” (Blerkom, 2006, 12). It is important to remember that self-generated questions
will allow you to monitor your learning and understanding of the material. I think that it is
important, especially as a pre-med college student to obtain strong study methods that are
effective because it is vital for our success in the classroom. We as college students have many
classes to worry about, with so much information that we have to recall, so in order to be
successful we can’t spend our limited time on study methods that won’t be effective. Take my
nexus event as an example. I spent countless hours reading page after page from a textbook
expecting myself to be able to recall and learn the information, but I simply wasn’t using the
effective study skills to do so. As a pre-med student, I noticed that when I was reading
information that I didn’t really find interesting I would just glaze over everything, causing me to
have to reread everything again. Instead, I strongly recommend students in the STEM field to use
the self-generated questions as a study method to be successful in the classroom. Nowadays
there are many ways that we can incorporate this learning method and use it to our own
advantage like creating quizlets, google slide shows, or even testing yourself on your way to
class. For example in anatomy, one way that you could incorporate the self-generated study
strategy into your learning is by gathering a couple of your peers into a study room, and together
you can draw the human body for example on a board and together come up with a list of
questions that you are having trouble learning.
For example, locating the frontal lobe of the brain, where the spinal cord is, and what
organ regenerates itself. You can all take a turn and ask questions to each other and from there
check and retrieve the answers on the textbook to see if your peer answered correctly. I feel like
it is extremely important for stem students to use self generative questions as a form of studying
because it encourages you to think critically about the material, which is extremely important in
the stem field because the understanding and application of information are crucial to our success
due to it being such a competitive and high demanding field.
In order to get another perspective on the most effective learning strategy I read “The
Enduring Value of Study Skills'' written by Douglas Fisher and Nancy Frey. Fisher is the chair of
the department of Education Leadership at San Diego State University as well as a professor.
Frey is also a professor in the Department of Education Leadership at San Diego State
University. Both Fisher and Frey have published numerous articles on teaching and learning.
Douglas and Fishers article mainly focuses on how old study methods that we might have used
might not be as effective anymore, and go in depth on the various research articles and effective
study method results that they have encountered. There were various research studies on over
15,000 participants on the most effective study methods, and it was determined that “answering
questions and completing tasks similar to those on later assessments spurs learning.”(Frey Fisher
,2018). “This is because practice tests help pinpointing important information. Retracing the vital
information strengthens the learner’s ability and helps enhance whether or not they have actually
learned the material.” (Frey&Fisher,2018,pg120).
I think it is really important to acknowledge, especially as pre-med students, whether or
not we actually have an understanding of what we are learning. Going back, I used to go over
pages after pages on end thinking I was prepared for my weekly exams when in reality,
re-reading the information over and over again was only tricking my brain into thinking I
actually knew the information.. I then came to the realization that reading over and over again
was a strategy I used in highschool to “memorize” information instead of actually learning it.
This is why pre-med students should use self-generated questions as a study method because it
allows us to use logical thinking required for medical-problem solving which is a key skill for
aspiring doctors. I feel like this method empowers students to take control of their learning,
making it a key tool for our journey to becoming future healthcare professionals.
While both of these authors have discussed the most effective study strategy, which is
self-generated questions, they mainly focused on the research and statistics shown by the results
of students but failed to add in students' perspectives. I strongly believe that it is important to
look at a student's perspective as well as statistics to get a better insight into the self-generated
study method. So I decided to get a well-rounded perspective and interview Sofia Rodriguez, a
student at UTRGV currently working on her degree towards multidisciplinary studies and a tutor
at the writing center. I chose to interview Sofia Rodriguez because I wanted to hear a student's
perspective and experience on different learning strategies and determine which one works best.
Below you will find my interview with Sofia Rodriguez.
1. What study strategies do you use that
are effective for you?
“I make study guides, so for example when I
have to read a passage I don’t just read and
close the book and say okay i'm done. I go
back to my work and write down any
questions that I think are important and I make
bullet points on one side of the paper and on
the other side I put the answer. From there I
just ask myself the questions and I check to
see if I answered them right.”
Follow up Q1: And why do you do this? Why
don’t you simply read off of the passage?
“I do this because for reading I get frustrated
with all the words and it's a lot for me to take
in! I know that it is also a lot for other people
because I know that my sister would just give
up on reading and I know for me I have to
pace myself and make little notes and
questions to understand everything.”
2. How did you notice that you were not
making any progress? Were your
grades being affected or did you
notice it in yourself first?
“I noticed that when I didn’t feel interested in
what I was learning, my eyes would kind of
skim through the passage and then I would
have to go back and reread what I supposedly
read. But I noticed that by taking my time and
making those questions I would highlight or
underline what I think is really important and
like for example when it came to studying
diagrams I would copy the picture of the
diagram from the textbook and like since I
am a psychology major I would draw a head
and i would fill in the spaces of the diagram
and say this is the frontal lobe, parietal lobe,
and go one from there. And check myself to
see if I got them right.”
3. Do you think self-generated questions
are a good study method?
“I really do recommend it because it helps me
pass my classes. I remember for one of my
classes I could have gotten a “C” because my
professor would just read off the PowerPoint
and then get off topic so I kinda had to teach
myself. I used to generate questions to ask
myself and I got my grade to a high B in that
class. I think it has helped me a lot.”
After I interviewed Sofia Rodriguez, I felt relieved that I wasn’t the only student who
would get overwhelmed with all the reading when it came to studying. She claims, “For reading,
I get frustrated with all the words, and it’s a lot for me to take in!” "I noticed that when I didn’t
feel interested in what I was learning, my eyes would kind of skim through the passage, and then
I would go back and reread what I had supposedly read." I had thought that the frustration I felt
by not learning was a personal problem, but Miss Rodriguez stated that she had the same
learning problem. Going back to my nexus event, this is exactly how I felt when it came to
reading as a form of studying. I couldn’t retain anything, and now I think it's because I was also
not very interested in what I was reading. I would always find myself having to go back a couple
of times to the textbook and substitute some words for others in order for me to understand it.
Mrs. Rodriguez also claims that “When it came to studying, I would copy the picture of the
diagram off of the textbook. I would draw a head, and I would fill in the spaces of the diagram
and say, 'This is the frontal lobe, parietal lobe,' and go on from there. And check myself to see if
I got them right.”
This is incredibly important, especially as a pre-med student, because we have to
remember very detailed answers to be able to help others. By using the self-generated questions
study strategy, we are able to test ourselves on what we believe is important and actively engage
in the material, allowing us to improve our long-term retention of the material, like identifying a
parietal lobe from a frontal lobe, as Miss Rodriguez stated.
My interview with Sofia Rodriguez allowed me to gain insight into a student's point of
view on how reading for hours on end didn't work for her and why she chose to follow the
self-generated study strategy route. We, as pre-med students, need to be able to retain and recall
very specific information, like how a particular organ works or how different types of treatments
will work on the ill. In order to help others, the self-generated study strategy will allow us to not
only retain what we learn but also apply it to our future healthcare profession.
As I reflect back on my question of if I was even using the right study strategies and what
is the most effective study strategy, I have found very straight-to-the-point answers. Blerkom,
Fisher, and Frey have researched and concluded that students are more likely to succeed and
retain important information when they use the self-generated question study strategy. They state
how by doing so you are actively engaging and recalling important information that will lead to
long-term retention. My interview with Sofia Rodriguez also helped me better understand the
importance of self-generated study strategy from a student's perspective rather than simply
reading because as pre-med students we need to be able to remember even the tiniest of details in
order to help patients who need medical attention. My overall observations allowed me to
determine that the self-generated study strategy will allow us pre-med students to engage in our
learning material and recall what we do know from what we don’t. I have learned that reading
from the textbook as a form of studying will only trick our brain into thinking we know the
information when in reality we don't. This is something we students need to understand in order
to take action and change our study methods to a more effective route like generating questions.
I strongly believe that this is a great form of studying that I wish I had known about sooner to do
well in the classroom, it would have saved me so much time and less stress.
In Conclusion, we Pre-med students need to take advantage of the self-generated
questions as a form of study method. There are many ways that you can incorporate it like
creating diagrams and naming them, quizlets, charts, or even asking yourself questions on your
way to class. I don’t want you to feel the same frustration that I felt or even doubt your
intelligence. I want you to use this study method and incorporate it into your everyday classes.
In my research, I discovered that this is a highly effective strategy that will allow you to engage
in your learning. It's simple, just ask yourself questions in any way that you'd like! Create a
chart, diagram, or even quizlets. Any of these will help. You could even ask a peer in class to ask
you questions about the material and vice versa! By incorporating self-generated questions into
your study routine, I will guarantee that you will prosper and fully engage in your class allowing
you to better prepare yourself for the healthcare world!
Below is a picture reference that you could use to get a better understanding of
how to incorporate the self-generated study strategy.
WORKS CITED:
Fisher, D., & Frey, N. (2018b). The enduring value of study skills. Journal of Adolescent & Adult
Literacy, 62(1), 119–122. https://doi.org/10.1002/jaal.759
WHAT AM I DOING WRONG
“Interview with Sofia Rodriguez.” Personal Interview. 25 October 2015.
Van Blerkom, D. L., Van Blerkom, M. L., & Bertsch, S. (2006b). Study Strategies and
Generative Learning: What works? Journal of College Reading and Learning, 37(1), 7–18.
