Presentation Does Not Guarantee Recall: Students Need to Learn Study Habits

Abstract

When we attempted to teach visualization as a study strategy to investigate whether recall was enhanced, we discovered that the students did not study; most did not review until shortly before an examination. Failure to study was verified by 98 students enrolled in two sections of a senior course at a 4-yr. university. Recall shortly before an examination was not as good as on the day of initial presentation. Working to improve presentations or teach specific study skills must be accompanied by teaching study habits to improve recall in education. Failure to study clarifies many educational problems.