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I describe a systematic approach to study tips whereby I provide students with a handout detailing several tips designed to promote self-assessment and comprehension. A total of 114 introductory psychology students rated the helpfulness of, and the degree to which they used, 6 tips. They rated the lecture-notes tip the most helpful; tips regarding a course-performance chart, elaborative encoding, and question and answer as intermediate in helpfulness; and self-help quizzes and study-group tips, least helpful. There was a small but significant correlation between the students' helpfulness ratings of the tips overall and their course performance to that point. Mean degree-of-use ratings for each tip showed the same order as mean helpfulness ratings. Overall degree-of-use ratings were correlated with overall helpfulness ratings, but not with course performance.
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William R. Balch (2001) studied this question.
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