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Effective Learning: Educational Psychology
This research aims to investigate effective learning through efficient approaches or techniques intended to improve students’ academic performance and maximize the acquisition of knowledge in general. It will focus more on intellectual capability of a learner as well as analyze ways of enhancing academic outcomes. What’s more, the study will point out gaps and assumptions, as well as, providing recommendations for future research. In doing so, it will highlight the significance of exploring on education and present suggestions on successful methods based on research. Conversely, interviews, surveys, and focus groups would be essential tools for data collection in case this investigation took place.
Researchers (Carnell & Lodge, 2002); (Booth, 2011); and (Watkins, Carnell & Lodge, 2007) have conducted several studies on finding out quicker ways of learning and attaining efficient knowledge. Those studies investigated how students would gain an abundance of knowledge or educational worth within a limited period, out of their available time. However, Watkins, Carnell & Lodge (2007) suggest that speed learning is not the only significant element since students should be in a position to recall or remember later whatever information they learned in a previous session, and apply it effectively in various contexts where it would be relevant. In fact, if there is something imperative in learning is to become an efficient and effective learner and that cannot happen just overnight; practicing smaller or fewer tips on a daily basis helps an individual to achieve more out of the time they use in studying (Travers, Elliott & Kratochwill, 1993). In the course of educational psychology, learning and teaching, which are effective, equip students with adequate contemporary practical skills or knowledge they require in becoming effective educators. Also, efficient teaching demands that teachers should know their students accurately and in that line modify their teaching techniques to individual learners or specific classroom (Booth, 2011).
Further studies by (Travers, Elliott & Kratochwill, 1993) conclude that active learning offers lucrative implements for future educators, and arms them with practical knowledge through classroom demonstrations on how the theories apply. Ideally, almost every teacher and each parent want to see the success of their students or children, but the guidance on the relevant learning methodologies that enhance academic results is very limited (Watkins, Carnell & Lodge, 2007). The limitation has contributed to the implementation of ineffective studying approaches that end up minimizing performance benefits. This study, therefore, intends to examine the strategies that can help struggling learners enhance their understanding of education and skills provided by their instructors. The research will first explore various approaches that have proven in the recent years to be successful in equipping learners. It will highlight specific assumptions and gaps, and towards the end recommend ideas for future research. The insights developed in this literature will be fundamental to understanding the learning environment as well as developing better ways of disseminating education to the apprentices.
Basics of Memory Augmentation
Memory augmentation refers to the increase in recollection or remembrance, and the essential basics involved, ensure that a learner has all the enhancement tips necessary in the process of memorizing and preserving new or further info (Travers, Elliott & Kratochwill, 1993). Improving a student’s ability to focus is an essential thing in propelling efficient learning; besides, psychologists argue that avoiding, or preventing cramming sessions is also indispensable in formulating effective learning. (Booth, 2011) concludes that study time structuring is another crucial aspect of the process, alongside other memory augmentation tips generated from psychology lessons that can significantly boost valuable learning.
Practice or Continuous Learning of New Things
An investigation by Booth (2011) summarizes that continuous learning is a definite and precise way of becoming an active student. An article about Nature in 2004 asserted that individuals who learned how to
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