STUDY SKILLS

UED102

| Universiti Teknologi MARA |

 CONTENTS
Course Information
Assessments
Rubrics
Getting Ready to Learn
Goal Setting
Library & Campus Resources
Time Management & Organizational
Skills
Memory, Learning & Improving
Concentration
Taking Lecture Notes
Academic Integrity & Performance
Appendices

COURSE DEVELOPERS
Jamiah Baba (PhD)
[jamia021@salam.uitm.edu.my]
Mahadi Kamaludin
[mahadi2727@salam.uitm.edu.my]
Marina Mohd Arif (PhD)
[marina363@salam.uitm.edu.my]
Muhamad Faiez Alwee

STUDY SKILLS [muhamed607@ salam.uitm.my]

Rosilawati Sueb (PhD)
[rosil334@salam.uitm.edu.my]
Shireena Basree Abdul Rahman (PhD)
UED102 [shire417@salam.uitm.edu.my]

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 UNIVERSITI TEKNOLOGI MARA

COURSE INFORMATION

Course : Study Skills

Level : Diploma

Credit Unit : -

Contact Hour : 2

Part : 1 (Interim)

Course Status : Non-core

Prerequisite : None

COURSE DESCRIPTION

This course prepares students with learning skills essential for varsity life. It exposes
students to basic academic skills; e.g. effective time management, setting goals, learning
styles, learning strategies, and processing information from lectures and texts, which
would help students cope with academic demands at the tertiary level.

COURSE OUTCOMES
Upon completion of this course, students should be able to:

1. apply knowledge of study skills in academic settings, and

2. develop a personal study skills portfolio.

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SYLLABUS CONTENT

Week Topics Content

1 Getting Ready to - Making the transition (from school to university)
Learn - Characteristics of successful students
- Using learning styles to enhance performance
2 Goal Setting - Setting goals for the new semester
- Writing effective goal statements
- Using the Learning Management System
3 Library & Campus - Using the resources in the library
Resources - Making the most of college resources
4 Time Management & - Optimising study time
Organizational - Organising study time
Skills - Using time-management strategies to stay motivated
- Reducing procrastination
5 Memory, Learning & - Understanding memory processes
Improving - Memory strategies
Concentration - Understanding concentration
- Strategies for improving concentration
- Reading/study system (SQ3R)
6 Taking Lecture - Taking lecture notes
Notes - Effective note-taking system
7 Academic Integrity - Avoiding plagiarism
& Performance - Calculating grade point average

TEACHING METHODOLOGY
Methods of instruction include:
1. Lectures
2. Pair/group discussions

ASSESSMENT

1. Assignments 40%
2. Portfolio 60%
Total 100%

REFERENCE

Van Blerkom, D. L. (2009). College Study Skills: Becoming a strategic learner (6th ed.). MA:
Wadsworth Cengage Learning.

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 ASSESSMENTS (100% COURSEWORK)

A. Assignment (40%) Group Work

The purpose of the Assignment is to provide students with the platform to document
their experience as university students, and work as a team to complete the assigned
task.

Duration: Week 2 assignment & Week 5 - submission

Students have to prepare a creative 10-minute video presentation of their visit to five
important places on campus (e.g. the HEP office, Bursary, library, food center, etc.).
They have to use their creativity to make their presentation as interesting as possible.
The video needs to be uploaded onto an online platform which will be identified by the
respective lecturer.

Note: The total marks (see Video Presentation Rubric) have to be converted to 40%.

B. Study Skills Portfolio (60%) optional: e-Portfolio [Individual Work]

The purpose of the Study Skills Portfolio is to introduce the students to the concept of
documenting the processes in identifying learning strategies that they utilized
throughout the semester. It is anticipated that students will benefit from this task as
they determine systematically the learning strategies that fit their learning style and
personality, which in turn will enable them to observe the impact of these strategies on
their learning process. Furthermore, the portfolio may be used as a reference for the
students as they progress in their academic studies.

To develop a Study Skills portfolio, students are required to prepare documents that
demonstrate their individual study skills and strategies that they have utilized
throughout the semester. The documents are related to the chapters/subtopics within
the syllabus. The chapters/subtopics are:

Topic 1: Getting Ready to Learn

Learning Style Inventory

Topic 2: Goals Setting

Goal Statements The Five Step Approach

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Topic 3: Library & Campus Resources

Notes on Library Tour

Topic 4: Time Management & Organizational Skills

Fixed-Commitment Calendar
Job Task Analysis
Prioritized To-Do List

Topic 5: Memory, Learning & Improving Concentration

Memory Strategies (Activity 4-1: Van Blerkom, 2009, pg. 90)

Organizational Strategies (Activity 4.7: Van Blerkom, 2009, pg. 107) - optional
Concentration Strategies (Activity 6.1: Van Blerkom, 2009, pg. 144)
Concentration Chart (Figure 6.4: Van Blerkom, 2009, pg. 161)
Reading Text (Figure 12.3: Van Blerkom, 2009, pg. 309)

Topic 6: Taking Lecture Notes

Note-Taking Strategies (Activity 5-1: Van Blerkom, 2009, pg. 116)

Note-taking Exercise using the Cornell Method

Topic 7: Academic Integrity & Performance

GPA Worksheet

Students should begin preparing all documents at the beginning of the semester, and
continue doing it throughout the semester. Students should be able to present all the
documents to enable lecturers to provide feedback for further improvements. Unlike
the Assignment, this task does not necessarily have to be typed in a form of an essay, as
creativity is highly encouraged. However, it is crucial that the documents are neat and
legible.

Note: The total marks (see Student Portfolio Rubric) have to be converted to 60%.

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 VIDEO PRESENTATION RUBRIC

Elements Exemplary Good Average Weak

20 15 Marks 14 10 Marks 9 5 Marks 0 4 Marks

Introduction Unique and Introduces the topic General introduction Introduction is not
memorable and purpose in an of the topic and included or does not
introduction engages engaging manner. purpose. Little make sense.
the audience creativity and only
The topic and
immediately and somewhat engaging.
purpose are not clear.
communicates the
purpose of the piece.

Delivery Narrator sounds Narrator has It doesnt sound like It sounds like the
comfortable and has practiced the piece the narrator has presenter is reading a
practiced the piece for smooth delivery. practiced the piece. script. Delivery
for an excellent Delivery is better in interferes with ability
Words are clear and
delivery. Words are some places than to understand the
pacing is appropriate.
clear and pacing is others. piece.
appropriate.
Words arent always Words often arent
clear and/or pacing is clear and pacing
uneven. makes it difficult to
follow the piece.

Images & The graphics and The graphics are The graphics only The graphics are not
Graphics images are accurate accurate, relate to the marginally relate to related to the audio
and contribute to a audio and are helpful the audio and arent and the content.
creative and effective in communicating the always helpful in
presentation and content. communicating the
enhance key points content.
by contributing to the
concept explanation.

All shots are in focus Most shots are in Most shots are in Many shots are out of
and nicely cropped. focus and nicely focus, but pictures focus and many shots
The camera work is cropped. Most need additional need additional
smooth and steady. camera work is cropping. Some cropping. Shaky or
smooth and steady. camera work is shaky unsteady camera
or unsteady. work is distracting.

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 Elements Exemplary Good Average Weak
20 15 Marks 14 10 Marks 9 5 Marks 0 4 Marks

Content Creativity and Creative elements are Creativity is lacking No creative elements
original content included, but dont and doesnt enhance are included, or the
enhance the purpose enhance the purpose the content and/or types of creative
of the piece in an of the piece. Creative purpose of the piece. elements used are
innovative way. elements dont Creative elements inappropriate or
distract from the may distract from the distract from the
content or purpose. content or purpose. content and/or
purpose of the piece.

High level of Information is Some information is Information is

understanding of accurate and concise. inaccurate, unclear or inaccurate.
relevant concepts is rambling.
apparent.
Information is
accurate and concise

Audiences other than The intended The project reaches The project doesnt
the presenters peers audience can the intended reach the intended
would learn understand the audience, but isnt audience.
something from the project. educational.
project and find it
valuable.

Total Marks: 80

Adapted from Rubric for Podcasts http://www.uwstout.edu/soe/profdev/podcastrubric.html

by Ann Bell under the Creative Commons Attribution-Noncommercial 3.0 United States License

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 STUDY SKILLS PORTFOLIO RUBRIC

Marks Required Items Concepts Overall Presentation

90-100 All required items are The student displays a Items are clearly
included, with a significant understanding introduced, well
significant number of of the concepts and items organized, and creatively
additions. listed. displayed, showing
connection between
items.

75-89 All required items are The student displays a Items are introduced and
included, with a few general understanding of well organized, showing
additions. the concepts and items connection between
listed. items.

60-75 All required items are The student displays Items are introduced and
included. some understanding of somewhat organized,
the concepts and items showing some
listed. connection between
items.

40-59 A significant number of The student does not Items are not introduced
required items are display understanding of and lack organization.
missing. concepts and items listed.

0 No work submitted

Total Marks: 100

Adapted from Pierette Pheeney, in The Science Teacher, October 1998

Required Items

1. Learning Style Inventory

2. Goal Statements The Five Step Approach
3. Notes on Library Tour
4. Fixed-Commitment Calendar
5. Job Task Analysis
6. Prioritized To-Do List
7. Memory Strategies (Activity 4-1: Van Blerkom, 2009, pg. 90)
8. Organizational Strategies (Activity 4.7: Van Blerkom, 2009, pg. 107) - optional
9. Concentration Strategies (Activity 6.1: Van Blerkom, 2009, pg. 144)
10. Concentration Chart (Figure 6.4: Van Blerkom, 2009, pg. 161)
11. Reading Text (Figure 12.3: Van Blerkom, 2009, pg. 309)
12. Note-Taking Strategies (Activity 5-1: Van Blerkom, 2009, pg. 116)
13. Note-taking Exercise using the Cornell Method
14. GPA Worksheet

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 Getting Ready to Learn
MAKING THE TRANSITION (FROM SCHOOL TO UNIVERSITY)
CHARACTERISTICS OF SUCCESSFUL STUDENTS
USING LEARNING STYLES TO ENHANCE PERFORMANCE

| Study Skills |

PAGE 9
OVERVIEW
This first topic in this Study Skills module focuses on Making the Transition (from school to
university) concentrating on ice-breaking activities, as well as learning styles and characteristics
of successful students.

MAKING THE TRANSITION (FROM SCHOOL TO UNIVERSITY)

Making the move from being in a school/college to university is not an easy task. There
is a need for students to make new friends, find out new things and make necessary
lifestyle adjustments for them to feel at home in the new surroundings.

INSTRUCTIONS FOR INSTRUCTORS

ICE-BREAKING

In this introductory lesson, the instructor should select ice-breaking activities to be used in
class. The activity should not take up more than 1 hour of the class time, as the second hour
would be needed for Learning Styles and Characteristics of Successful Students.

For ideas on ice-breaking activities, instructors can visit the websites suggested below: -
i. https://icebreakerideas.com/icebreakers-college-students/
ii. http://documents.manchester.ac.uk/display.aspx?DocID=7582
iii. http://www.crlt.umich.edu/node/816
iv. https://www4.ntu.ac.uk/adq/document_uploads/running_a_course/187450.pdf
v. https://www.pinterest.com/explore/college-icebreakers/

There are plenty of suggestions given, however, you will realize that some may not seem suited
for our context and our students. A few which you may consider are as listed on the next page:

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ACTIVITIES FOR STUDENTS
ACTIVITY 1
ICE-BREAKING getting to know your friends and adjusting to life as a college/university
student.

EXAMPLE ONE
ACTIVITY TITLE: BALLOONS

Time 30 mins + Suggested max. participants multiples of groups of 8,

(depends on group size) needs at least 20, will work with very large groups

Equipment required 1 balloon per person, paper & pens, flipchart paper & pens

Activity level Participants will inflate balloons, throw them around the room, catch
them and then work in small groups

EXPLANATION

Give each participant a post card sized piece of paper, and ask them to write down one
anxiety that they have about starting at University. On the other side ask them to write one
thing that they are looking forward to.

Hand out the balloons. Ask the students to put their paper into the balloons then inflate and
tie them. Now get everyone together in the middle of the room, throw the balloons into the
air, waft them about for a few moments and then have the participants catch the balloons.

Split the participants into teams of 4. They then burst the balloons and read the comments
people have made about what they are looking forward to. Then working in groups, they
explore ways of dealing with the anxieties that students have written down.

Feedback solutions at the end, perhaps offering additional reassurance and support as you
do so.

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EXAMPLE TWO

ACTIVITY TITLE: PAPER AEROPLANES

Time 20 mins Suggested participants 20 +

Equipment required Paper Aeroplane templates, lots of different coloured paper

Activity level Participants will make paper aeroplanes, throw them into the air, catch a
plane and then work in pairs

EXPLANATION

This exercise is a good way of randomly pairing up participants; it works well with very large
groups. People will throw and then catch a paper aeroplane and then find the other person in
the group with the matching plane. The planes will have different animals on them: elephants,
zebras, cats etc. You will need to photocopy the planes onto different coloured paper and make
sure that you have two of each.

For example, the two participants who catch the blue aeroplane with an elephant on it sit down
together, so will the pair who catch the green penguins, etc.

Therefore, make sure that you produce enough pairs of coloured aeroplanes for all the
participants in your group. As they enter the venue, give everyone a paper aeroplane. Ask them
to follow the instructions, fold the plane and when everyone is ready all the planes are thrown
into the air and caught. Participants will need to find the other person that caught the same
plane as themselves, then sit down and answer the questions on the plane.

Written on the plane are some instructions:

Please find out about the person you are sat with.

Where do they come from and why did they choose UiTM?
What have they enjoyed most so far about being at UiTM?
What are they most looking forward to about being at UiTM?
What are they most nervous about?
What do they miss?
Where do they see themselves 10 years from now?

Health & Safety Warning

There is a theoretical risk of hitting someone in the eye. Warn the group to throw the planes
into the air, not at people and to be careful (if you have enough safety glasses to spare, handing
them out might add to the events comic value), but really people ought to be able to survive
this.

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LEARNING STYLES & CHARACTERISTICS OF SUCCESSFUL
STUDENTS
After the ice-breaking/getting to know you activity, the instructor should lead the students to
the next sub-topic. As clich as it may sound, we must highlight that though students might
think that they already know this pretty well, there is plenty more to this then they are actually
aware of. This leads to the discussion of Learning Styles How aware are they of their own
learning styles? and what is the importance of knowing what type of learners do they fall under?

ACTIVITIES FOR STUDENTS

ACTIVITY 2
Ask students to complete the Learning Style Inventory in Figure 1.1A (pg. 10-11 of Van Blerkom
the Reference Book). Alternatively, there is a PDF version (see Appendix 1: PDF Learning Styles
Inventory) which can be photocopied and used in class. There is a scoring instructions table
which they can refer to upon completing their task. This is to be done individually, however
they may be grouped (3-4) to make the whole task more interactive. Instructors can even get
them to compare between the group members.

INSTRUCTIONS FOR INSTRUCTORS

The instructor can put up the characteristics of the different learning styles, either via PP slides
or handouts (pg. 11-16 of Van Blerkom the Reference Book). The lesson can be summed up by
reiterating the importance of knowing our learning styles in order to take the necessary steps
to maximize our learning process.

The instructor can then end the session with the 8 Steps to College Success as listed below:

8 STEPS TO COLLEGE SUCCESS

1. Attend All Classes. One of the best ways to be successful in college is to attend all
classes. Although you will be tested on material from the course text, most of the test
questions will come from lectures.
2. Become an Active Learner. Unlike high school, in college, you cant learn all of the
material just reading over it a couple of times. You need to write and recite the
information to get it into long-term memory.
3. Participate in Class. If you feel a bit uncomfortable participating in class, set a goal to
either ask or answer one question during each class. Once you begin participating, youll

PAGE 13
 feel more a part of the class and will become more actively involved in the learning
process.
4. Get to Know Your Lecturers. Take a few minutes and stop to talk with your lecturer
before or after class or during office hours. Ask a question about the material or check
on your progress in the course. If you get to know your instructors, you may feel more
comfortable asking for help when you need it.
5. Form Study Groups with Friends. Study Groups of about 3-4 people are known to be
very effective. However, make sure that you include friends who are serious about doing
well in their studies, because only then they will contribute.
6. Stay Up to Date with Your Work. Many new college students have difficulty keeping
up with all of the reading thats assigned in class. If you get behind in your reading, you
may never have time to catch up. The workload in college just increases as the semester
progresses. Never procrastinate!
7. Be Receptive to Change. If the strategies that you used in high school arent working,
ask you lecturer or tutor for suggestions for different ways to learn. Even though the
strategies that they suggest may not seem like theyll work, you must be willing to give
them a chance. If you dont make changes in the way you take notes, read your texts or
prepare for exams, for example, you wont see changes in your performance.
8. Work Hard This Semester. Forget about doing all your assignments in the evening. If
youre taking fifteen credits this semester, youll need a minimum of thirty hours (two
hours outside of class for every hour in class) to do your work. If you want high grades,
if you work slowly or if youre taking difficult courses, youll need more time to do your
work well.

REFERENCES
Van Blerkom, D. L. (2009). College Study Skills: Becoming a strategic learner (6th ed.). MA:
Wadsworth Cengage Learning.

PAGE 14
 Goal Setting &
Learning Management System
SETTING GOALS FOR THE NEW SEMESTER
WRITING EFFECTIVE GOAL STATEMENTS
USING THE LMS

| Study Skills |

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OVERVIEW
The second topic of this module will focus primarily on goal setting. Apart from that, there will
also be an introduction to the LMS (Learning Management System) platform used in UiTM. It
is suggested that one hour be allotted for goal setting and the next hour for the introduction to
the LMS.

LECTURE NOTES
GOAL SETTING
The class should begin with the focus on the word goal/s. What comes to students mind when
they hear the word goal/s?

Visit (for ideas):

i. https://www.pinterest.com/explore/goal-list/
ii. Google goal setting quotes goal setting pics for ideas to use during the
introduction part of the lesson

This particular topic will focus on:

1) Characteristics of goals
2) Academic and Personal Goals
3) Setting goals for the new semester
4) Writing Effective goal statements

Goals are the ends toward which we direct our effort. In other words, goals are things we want
to achieve. Goals are important in varsity life because they help motivate you to do work, attend
classes and study for exams. Even though you already may have set some goals before in your
life, chances are you thought little about whether those goals were realistic. You can actually
improve your academic performance in university by learning to set goals that motivate you to
do well and that increase your chance for success.

To be both useful and motivating, the goals you set must have some important characteristics:

1. goals should be self-chosen

2. goals should be moderately challenging
3. goals should be realistic
4. goals should be measurable
5. goals should be specific
6. goals should be finite
7. goals should be positive

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ACADEMIC AND PERSONAL GOALS

Next, the instructor should move on to discuss the difference between academic and personal
goals. This is a very important topic which will possibly lead to an exciting discussion. Students
should be made aware of the importance of both and how priorities should be set right from the
beginning. They need to be able to ask themselves what is it that they want to achieve by joining
the course that they have chosen? or by furthering their studies in UiTM?

ACTIVITIES FOR STUDENTS

ACTIVITY 1
WRITING EFFECTIVE GOAL STATEMENTS THE FIVE STEP APPROACH

Step 1: Write Down What You Want to Accomplish

Step 2: Write Down Any Obstacles

Step 3: Write Down Any Resources Available to You

Step 4: Review and Revise Your Tentative Goal Statement

Step 5: Polish Your Goal Statement

Using the Five Step approach, ask students to write their goal statements. Any one of the
templates provided below can be given to the students.

Review &
Obstacles
Revise

Goals Resources Publish

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PAGE 18
PAGE 19
PAGE 20
USING THE LEARNING MANAGEMENT SYSTEM (LMS)
Learning Management System (LMS) is a software application that allows instructors to
create, document, track, report and deliver courses to students. Additionally, it helps the
instructors to deliver material to the students, administer tests and other assignments, track
student progress, and manage record-keeping. In UiTM, the Learning Management System
(LMS) is called i-Learn. i-Learn aims to help students increase the skills of technology use, and
improve knowledge acquisition and information sharing.

ACCESSING I-LEARN
i-Learn can be accessed at: http://i-learn.uitm.edu.my/v2/ OR http://i-
learn.uitm.edu.my/v3/home/

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INSTRUCTIONS FOR INSTRUCTORS
Instructions should be given to students on how to use i-Learn. The main features/functions
such as Log In, Announcement, Group Forum, My Drawer and Members should also be
introduced to the students.

Figure 2.1: Accessing i-Learn Portal

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 Figure 2.2: Features Available in i-Learn Portal V3

REFERENCES/RESOURCES
Farah Atikah. (2015). UiTM I-Learn Student Portal. Retrieved from
https://prezi.com/_3o9vb10eevc/uitm-i-learn-student-portal/

i-Learn Handbook - UiTM Perak i-Learn Portal. (2008). Retrieved from http://perak.i-
learn.uitm.edu.my/guideline/ilearn_usage_guideline1.pdf

Van Blerkom, D. L. (2009). College Study Skills: Becoming a strategic learner (6th ed.). MA:
Wadsworth Cengage Learning.

PAGE 23
Library & Campus Resources
USING THE RESOURCES IN THE LIBRARY
MAKING THE MOST OF COLLEGE RESOURCES

| Study Skills |

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OVERVIEW
We will walk through the steps that students should take to make full use all their library and
campuses resources. For this topic, lecturers need to equip themselves with two types of
information, namely the campus resources as well as some basic knowledge on the library
resources. Lecturers can also get help from the librarian/s from respective campuses to give
hands-on guidelines on how to use the library facilities.

INSTRUCTIONS TO INSTRUCTORS
LIBRARY TOUR
Your students may prefer to google all the information to assist them in doing assignments and
research papers. However, your task is to show them the advantages of using proper library
facilities.

The library is a key resource as it provides collection of books and journals and coordinates an
electronic gateway to a massive online information. However, accessing these resources requires
library information and skills that are essential for your students.

Contact a librarian to conduct a library tour for your students. Instruct your students to
document the information that they have gathered from the library tour. Then, they have to
include the library tour notes in their Portfolio.

ADDITIONAL RESOURCES FOR INSTRUCTORS

LIBRARY ACADEMIC SERVICES

1.Library Orientation Briefing

2.Library Tour

3.Information Skills Classes

4.Help Desk Services

5.Research Consultation Service

6.Information Discovery

7.Library Outreach Programme

8.Library Mobile InfoKiosk

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9.Live Chat Service

10.Digital Map

11.Collection of Companies Yearly Report

12.Collection Government Annual Report and Publication

13.Endnote and Mendeley Services

14.Research Skills Classes

15.Report of UiTM Indexed Publication in Scopus and Web of Science

ONLINE AND OFFLINE SERVICES

1.Blog: www.researchjsp.blogspot.com

2.Facebook: Bahagian Perkhidmatan Akademik

3.Twitter: #researchsupport

4.Website for Reference Service & Research Help: http://www.library.uitm.edu.my/bpa

5.References at Bahagian Perkhidmatan Akademik Room: 8:30 am 4:45 pm

6.Reference Counter:

Monday Friday: 8:30 am 7:45 pm

Saturday Sunday: 8:30 am 4:45 pm

7.Live Chat:

Monday Friday: 8:30 am 7:45 pm

Saturday Sunday: 8:30 am 4:45 pm
After office hours, all the chats will be answered via email.

PAGE 26
INSTRUCTIONS FOR INSTRUCTORS
CAMPUS RESOURCES
Your students need to as much as possible know the campuses resources provided for them to
ease their life as a university student. Ask them whether they are familiar with name of the
places such as the HEP Office, Bursary, Library, food court, cafeteria and ATM machines.

There are 3 major types of campus resources that your students need to know:

1.Academic Resources Library, Information Technology & Computing, Registrar

2.Housing, Dining, and Transportation Resources Buses, Dining Places

3.Student Organization Resources Extra-Curricular, Leisure Activities

ASSESSMENT 1
Instruct your students to prepare a creative 10-minute video presentation of their visit to five
important places on campus (e.g. the HEP Office, Bursary, Library, food center, etc.). They need
to use their creativity to make their video presentation as interesting as possible. The students
have to submit their video presentation in Week 5.

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 Time Management
& Organizational Skills
OPTIMISING STUDY TIME
ORGANISING STUDY TIME
USING TIME-MANAGEMENT STRATEGIES TO STAY MOTIVATED
REDUCING PROCRASTINATION

| Study Skills |

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OVERVIEW
Managing time effectively is an important key to fulfilling university career. This chapter
provides ideas for organizing activities and tips to help students focus on important tasks.

CHAPTER TERMS

Academic planner is a system that will allow the students to plan out their entire
academic career.
Block schedule is an effective format for a weekly schedule since it provides a concise
visual representation.
Procrastination this is simply putting off a task for another occasion.
Self-regulating attitudes and behaviours able to monitor independent time
consistently.

LECTURE NOTES
USING TIME-MANAGEMENT STRATEGIES TO STAY MOTIVATED
FIVE STRATEGIES TO DEVELOP A SUCCESSFUL SYSTEM OF STUDY

1. use a weekly schedule

2. use a daily planner
3. use a semester calendar
4. balance academic with social and personal demands
5. avoid procrastination

REDUCING PROCRASTINATION
PROCRASTINATION (avoiding and postponing what should be taken care of now) can rob
you of your time and detail your best intentions.

COMMON REASONS WHY PEOPLE PROCRASTINATE

1. Being a perfectionist
2. Avoiding failure
3. Avoiding success
4. Being rebellious
5. Feeling overwhelmed
6. Being lazy

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STRATEGIES TO OVERCOME PROCRASTINATION
1. Know what you should accomplish
2. Determine deadlines
3. Use schedule/planners/calendars
4. Prioritize
5. Break a task into a series of steps
6. Do the unpleasant task first
7. Change how you think about the task
8. Have fun with the activity
9. Establish rewards as personal incentives for completion

ADVANTAGES OF BEING ORGANISED

If you organize your time well, you will:

1. keep on schedule and meet deadline;

2. reduce stress caused by a feeling of lack of control over your work schedule;
3. Complete work with less pressure and fulfil your potential;
4. build your confidence about your ability to cope;
5. avoid overlapping assignments and having to juggle more than one piece of work at a
time.

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ACTIVITIES FOR STUDENTS
ACTIVITY 1
PERSONAL SCHEDULE (30 MINUTES)

MATERIALS NEEDED
Calendar for next two months (Jun to August) refer to Appendix 2 (Fixed Commitment
Calendar)

DIRECTIONS
1. Prepare a schedule of everything you will be doing tomorrow. This should be a very
detailed list of what you will be doing and where you will be doing it throughout the
day.
2. Prepare a weekly schedule for your activities and commitments during the next full week
(Sunday through Saturday). You should have listed for each day all the major
responsibilities that demand your time and presence, along with the times during the
day for each responsibility/task. Although this list should be relatively detailed, do not
include mealtimes or minor tasks that would take only a few minutes. The list for each
day should contain both routine things you do each day as well as the items that are
one-time events and tasks. You may be surprised how full each day will seem to be.
3. Prepare a schedule for the next six months using the same guidelines as in the schedule
you just completed. This time, you will need to have a much more long-range thought
process and will need to include additional items such as vacation plans and other events
that occur on a non-routine basis. Did you remember to add some important school-
related events such as major exams, and due dates for assignments?

PAGE 31
ACTIVITY 2
DESIGNATING PRIORITIES (30 MINUTES)

MATERIALS NEEDED
Handouts: Designating Priorities & Job Task Analysis sheet (refer to Appendix 3)

DIRECTIONS
Using the handout of Designating Priorities (page 32), allow the students to determine
whether each item listed is a routine, rush, or ASAP situation in the Job Task Analysis sheet.
Directions are given on the activity sheet. Possible answers follow below (answers may vary
because of interpretation). The important thing is that students understand that some tasks are
more important than others.
1. Routine
2. Routine
3. ASAP or rush
4. Routine
5. Routine
6. ASAP or rush
7. ASAP or rush
8. ASAP
9. Routine
10. ASAP (broken into manageable blocks of time)

PAGE 32
 Designating Priorities

INSTRUCTIONS: Designate priorities for the following activities. Write Routine if the activity
is routine, ASAP if the activity should be done as soon as possible, and Rush if the activity should
be completed immediately.

________ 1. Work completed with a minimum amount of effort.

________ 2. Activities that benefit the company.

________ 3. Important work.

________ 4. Does not require immediate attention.

________ 5. Socializing/attending meetings.

________ 6. Workers receive immediate gratification.

________ 7. Developing new product information.

________ 8. Should be done as soon as time permits.

_______ 9. Expected, customary duties.

________ 10. Require considerable time to complete.

PAGE 33
ACTIVITY 3
TIME MANAGEMENT TIPS (30 MINUTES)

MATERIALS NEEDED
Handouts: Time Management Tips & TO-DO List sheet (refer to Appendix 4: Prioritized To-
Do List)

DIRECTIONS
Using the Time Management Tips handout, ask students to list their activities in the To-Do
List sheet. Students need to observe better time management when coming up with the list.

Time Management Tips

Plan for rewards after unpleasant tasks.

Do the most unpleasant tasks first.
Learn to say no.
Plan for change (involve others and ask for help if needed).
If you are too busy, ask, "What is essential?"
When you are indecisive or unsure, remember that you can rarely be 100 percent
sure.
Waiting is inevitable; plan for it.
Let someone else do when possible (delegate).
Finish fully. It leaves you energized and motivated.
Do one thing at a time.
Watch out for the TYRANNY of the urgent!
Let others make the smaller decisions.
Model, ask, and observe.
Planning for one minute saves four or five minutes in the execution of a task.
Once you have found the extra time, enjoy it!

REFERENCES
Van Blerkom, D. L. (2009). College Study Skills: Becoming a strategic learner (6th ed.). MA:
Wadsworth Cengage Learning.

PAGE 34
 Memory, Improving
Concentration & Reading System
UNDERSTANDING MEMORY PROCESSES
MEMORY STRATEGIES
UNDERSTANDING CONCENTRATION
STRATEGIES FOR IMPROVING CONCENTRATION
READING/STUDY SYSTEM (SQ3R)

| Study Skills |

PAGE 35
OVERVIEW
This topic on memory, improving concentration, and the reading system aims to enable
students to understand the basic processes of memory, and apply the memory skills in their
learning.

ACTIVITIES FOR STUDENTS

ACTIVITY 1
Ask the students to complete Activity 4.1 (p. 90 in Van Blerkom, 2009). Ask them to score their
points. A low score indicates they need some help and a high score shows that they are already
using many good memory strategies.

LECTURE NOTES
MEMORY AND LEARNING
Show and discuss the learning pyramid:

Students need to understand how information is learned and to understand the needs of using
various kinds of active learning strategies in learning, retaining, and using the information
(encoding, storage, and retrieval) and hence, indicates how one learns, remembers, and forgets.
According to Kenneth Higbee, remembering is hard work, and memory techniques do not
necessarily make it easy, they just make it more effective (Van Blerkom, 2009, p. 93).

PAGE 36
Explain briefly about memory processes.

What is memory? What is brain?

Answer: The retention of information over time (Santrock, 2011) or the mind stores and
remember information (mental processes / cognition), like computer software.

The brain is the organ, like computer hardware

When we learn, and remember, we will encode, store, and retrieve the information. The analogy
is like a computer. (Lecturer can ask students examples of computer components and what are
the components analogous to human)

o Encoding / input (computer keyboard, camera;

human the 5 senses; ears, mouth, nose, skin, eyes)
o Storage (computer hard disk, thumb drive;
human - 3 types of memory SM, STM, LTM)
o Retrieval /output (computer computer screen, printer;
human writing, talking)

PAGE 37
 Source: http://open.lib.umn.edu/intropsyc/chapter/8-1-memories-as-types-and-stages/

THE STORAGE (RETAIN INFORMATION)

Three different types of memory (simplified) according to Information Processing Model

(Atkinson & Shiffrins model in Santrock, 2011)

1. Sensory memory (SM) -numerous incoming information from 5 senses will be stored in
the sensory memory for an instant. If one PAY ATTENTION to the stimuli, it will go to the
short-term memory (STM). If one does not pay attention, then the information will be lost.
(therefore, the importance of PAYING ATTENTION / CONCENTRATION while lecture,
reading etc.)
2. Short-term / working memory (STM) - very limited storage. From the SM, information
will be relayed to STM. While in the STM, information must be REHEARSED/ REPEATED
OR use SOME ACTIVE LEARNING strategies in order to get information to LTM, otherwise
information will be forgotten. (therefore, students must realize that applying memory
strategies is important to strengthen the memory ability).
3. Long-term memory (LTM) this is unlimited and large storage (like a big library with a lot
of books, the books are analogy to information we encode and save). From STM, information
moved to LTM and stored here for later use (retrieval). If the information is not being used
for some time, forgetting may occur. Having cues / strategies during encoding earlier would
help in retrieval processes.

PAGE 38
ACTIVITIES FOR STUDENTS
ACTIVITY 2
Ask students to close their eyes and lecturer write down on the whiteboard 15-20 random
numbers. Once finish ask students to look at the numbers for 5 seconds, then lecturer erase
the numbers and ask them to write down on the paper as much that students can recall).
Usually students will get approximately 7 12 numbers randomly. This indicate the limited
capacity of STM (the capacity of STM is 5 9 items (Miller, 1956).

Alternatively, ask the students to complete Activity 4.7 (p. 107 in Van Blerkom, 2009) on
organizational strategies (However, allocate only 5-10 seconds and not 60 seconds for
students look at the list of words). This activity is also an example of the limited capacity of
STM.

PAGE 39
LECTURE NOTES
MEMORY STRATEGIES
Memory strategies, why it is important?

Memory strategies will help students in their encoding, storing, and retrieving the information
(help to remember and recall). Kenneth Higbee, remembering is hard work, and memory
techniques do not necessarily make it easy, they just make it more effective (Van Blerkom,
2009, p. 93).

POSE THESE QUESTIONS TO STUDENTS:

What strategy do you use to remember the colours of the rainbow?

If you do not have your smartphone or pen and paper, what strategy do use to remember
your friends phone number?

HOW FORGETTING COULD OCCUR

Before discussing the strategies, lecturer briefly discuss the reasons for forgetting:

1. Did not pay attention to the information

2. Did not understand the information
3. Cramming (last minute study)
4. Did not have good strategies
5. Interference (having 2 exams on the same day especially if the subjects are closely related
for example psychology and counselling)
6. Test anxiety (negative thoughts about oneself, did not prepare well for the test)

MEMORY STRATEGIES (How to Improve Your Memory)

1. Massed practice vs spaced practice

Massed practice (not good) cramming, involves studying all the materials at one time. Do not
have time to understand, remember, and organize the reading materials. (Reason: Short term
memory (STM) cannot sustain many information at one time)

Space practice (good, recommended) involves space time over some period of time for
studying. Spaced practice or distributed practice allows time for the information to consolidate
in the long-term memory. Taking breaks between learning sessions allow you to think and
organize the information.

2. Break reading material down (again no cramming) for some period of time. e.g. 2 chapters
per day, not all chapters a day before the exam.

PAGE 40
3. Rehearsal repeat the information many times. e.g. repeat a telephone number 10 times

4. Elaboration strategies:

Associations

To associate, or "connect" each word or event with a person, place, thing, feeling, or
situation. For example, you may connect what you are trying to learn with someone you
know, or with a movie character or scene. When you have to learn vocabulary words, just
write the new words, write the definitions next to them, and then write a person, thing,
event, movie, or any strong association to help you remember the meaning of each word.
For example, "My altruistic Aunt Alice gives great gifts." (altruistic means generous)

Ref: http://www.teachhub.com/top-12-memory-strategies-better-grades

Acronyms / catchwords

e.g. MAS Malaysian Airline System;

UiTM Universiti Teknologi MARA

Acrostics / catchphrases

e.g. carnivores animal eaters

herbivores plant eaters
omnivores animal and plant eaters
decomposes eat decaying organisms
the Catchphrase: Can Henry Omit Dents

Imagery visualize the image of the information needed

PAGE 41
 Organizational strategies organize the materials for example animals can be divided
into 3 types which are mammals, reptiles, amphibians

Comprehension monitoring strategies - need to comprehend materials being read

SQ3R will be a good strategy.

ACTIVITIES FOR STUDENTS

ACTIVITY 3
Ask the students to complete Activity 6.1 (p. 144 in Van Blerkom, 2009) on concentration
strategies. Ask them to score their points. A low score indicates they need some help and a high
score shows that they are already using many good concentration strategies.

PAGE 42
LECTURE NOTES
STRATEGIES FOR IMPROVING CONCENTRATION
What is concentration vs breaking concentration? (ask students to give examples of breaking
concentration)

CONCENTRATION focusing your attention on what you are doing.

Causes of poor concentration (ask students to give examples)

1. Lack of attention
2. Lack of interest
3. Lack of motivation
4. Distraction from others
5. Uncomfortable environment
6. Physiological matters illness, tiredness
7. Psychological matters personal problems, worries, anxieties

STRATEGIES TO IMPROVE CONCENTRATION

1. Use motivational and organizational strategies create interest in the work, develop a
positive attitude toward you work, use goal setting strategies, use time-management
strategies
2. Create a positive learning environment find a better location, reduce multitasking,
minimize distractions
3. Deal with internal distractions deal with personal problems, deal with competing
activities,
4. Use active learning strategies (as discussed in improving memory)
5. Match your learning style to the task
6. Monitor your concentration

ACTIVITIES FOR STUDENTS

ACTIVITY 4
Ask the students to complete the Concentration Chart (Figure 6.4: Van Blerkom, 2009, pg. 161).
They have to record up to ten problems that they encounter over a one-week period. They
should also include one or more strategies that they used or should have used to improve their
concentration. At the bottom, they have to indicate how well their strategies worked.

PAGE 43
LECTURE NOTES
READING /STUDY SYSTEM (SQ3R/)
CREATE AWARENES

Reading academic materials are different from general reading tasks (story books, newspaper).
Using a study system can help in comprehending reading academic materials due to three
factors:

1. active learning strategies

2. use of multisensory methods (eyes, ears, mouth, hands refer to the learning pyramid)
3. immediate steps for self-testing and review

Ref: https://www.slideshare.net/gskeesee/active-reading-sq3r

SQ3R: SURVEY-QUESTION-READ-RECITE-REVIEW
SQ3R is a comprehension strategy that facilitates students think about the text they are reading
while they are reading. As a study strategy, SQ3R helps students get it the first time they read
a text by teaching students how to read and think like an effective reader.

This strategy includes the following five steps (Robinson, 1946 in Adolescence Literacy):

1. Survey: Students review the text to gain initial meaning from the title, subtitle, chapter
introduction or lead-in, boldfaced headings, graphs, charts, pictures, the final paragraph
or summary and end-of-chapter material (study / discussion questions, vocabulary list).

2. Question: Students try to form questions based on the preview (survey).

3. Read: As students read, they need to look for answers to the questions they formed
during their preview of the text. These questions, based on the structure of the text, help
focus students' reading.

4. Recite: after each section, pause. Students will attempt to answer questions formed
earlier. If students could not answer, then look back and find the answer in the section.
Students should recite and rehearse the answers to their questions. Summarize the
information. As students move through the text they should recite or rehearse the
answers to their questions and make notes about their answer for later studying.

5. Review: After you have finished reading the whole reading assignment, refer back to
each heading. Recall your questions and try to answer the them. If you cannot recall, go
back and find the answer. This part is to test yourself.

PAGE 44
ACTIVITIES FOR STUDENTS
ACTIVITY 5
Ask the students to read the text (Figure 12.3: Van Blerkom, 2009, pg. 309) and apply the SQ3R
method.

REFERENCES
All about adolescence literacy. http://www.adlit.org/strategies/19803/

http://open.lib.umn.edu/intropsyc/chapter/8-1-memories-as-types-and-stages/

http://sass.queensu.ca/learningstrategies/topic-memory-strategies/

http://www.adlit.org/strategies/19803/

http://www.how-to-study.com/study-skills-articles/improving-concentration.asp

http://www.studyandexam.com/how-to-concentrate.html

http://www.teachhub.com/top-12-memory-strategies-better-grades

http://www.wikihow.com/Increase-Concentration-While-Studying

https://www.openpolytechnic.ac.nz/current-students/study-tips-and-techniques/study-
concentrate-and-remember/how-to-improve-your-concentration/

https://www.slideshare.net/EssayWriterCoUk/strategies-to-improve-memory-and-retention

https://www.slideshare.net/gskeesee/active-reading-sq3r

Miller, G.A. (1956). The magical number seven, plus or minus two: some limits on our capacity
for processing information. Psychol. Rev., 63:8197

Santrock, J.W. (2011). Educational Psychology (5th ed.). N.Y.: McGraw Hill.

Van Blerkom, D. L. (2009). College Study Skills: Becoming a strategic learner (6th ed.). MA:
Wadsworth Cengage Learning.

PAGE 45
Taking Lecture Notes
TAKING LECTURE NOTES
EFFECTIVE NOTE-TAKING SYSTEMS

| Study Skills |

PAGE 46
OVERVIEW
This topic introduces students to why they should take lecture notes, how to take lecture notes
using an effective note-taking method, and what to include in their notes and reviewing their
notes.

ACTIVITIES FOR STUDENTS

ACTIVITY 1
Get the students to do Activity 5-1 (page 116) from the Reference Book. Ask them to score their
points and ask them in which category they belong to based on their scores. A low score
indicates they need some help in note-taking and a high score shows that they are already using
many good note-taking strategies.

LECTURE NOTES
Explain to the students WHY there is a need to take lecture notes.

WHY TAKE LECTURE NOTES

1. Promotes active listening

2. Provides an accurate record of information

3. Provides an opportunity to interpret, condense and organize information

4. Provides an opportunity for repetition of the material

Ultimately, learning and practicing effective strategies for HOW to take lecture notes
will help you become a more successful student.

(Explain briefly each of the point above. Please refer to the textbook pages 116-118)

PAGE 47
TAKING LECTURE NOTES
Discuss or explain to the students on HOW to take lecture notes.

HOW TO TAKE LECTURE NOTES

PREPARE BEFORE TAKING NOTES

The best way to prepare your note-taking activity is to READ the text assignment BEFORE
CLASS.

By reading the text assignment before the lecture you, it will allow you to

build up some background about the topic

have some idea what the lecture is about
identify main ideas of the lecture and organize your notes easier
be familiar with the key terms and names related to the topic

As you walk into the lecture classroom, GET READY to take notes. Sitting in front of the
classroom, allows you to see and hear better. You will probably find that other interested
and motivated students also tend to sit in the first few rows of the class. While waiting for
class to begin, review the notes that you took during the last class meeting.

BECOME AND ACTIVE LISTENER

Strategies for improving listening skills

read the text assignment before the lecture to build background on the topic
review you last set of notes before the lecture begins
sit in the lecturers line of vision
decide what you want to listen
focus your attention physically by sitting up and making eye contact with the
speaker
focus your attention mentally by eliminating or avoiding distractions
listen with an open mind, setting aside your own biased
control your emotional responses
listen for the main points and related details and take notes
ask and answer questions
monitor your listening. Check with lecturer or a classmate (at the end of the
lecture) if youre unsure of some of the information

PAGE 48
EFFECTIVE NOTE TAKING SYSTEM

THE CORNELL NOTE-TAKING SYSTEM

has an excellent format for setting up your note page. Use an 8.5-by-11 inch notebook. It
has a recall/cue column and a summary column at the end.

PAGE 49
Explain what can be included in the students notes. Discuss how to take notes for classes which
adopt other approaches apart from lecture.

WHAT TO INCLUDE IN YOUR NOTES

HEADINGS
Always note all headings the main point that are made during a lecture.

DETAILS
Listen for ALL details

Some of the details that you may want to focus on:

Any facts or explanations that expand or explain the main points that are mentioned.
Definitions, word for word, especially if your lecturer repeats them several times
Enumerations or lists of things that are discussed
Examples you dont need to note all of the details for each example, BUT you need to
know to which general topic (heading) each example relates
Anything that is repeated and spelled out
Anything that is written on the whiteboard or on a PowerPoint slide
Drawings, charts, or problems that are written on the board

DISCUSSION CLASSES
Some lecturers prefer the discussion format when teaching.

You CAN easily take notes on a discussion.

Instead of writing down the main heading, write down the question thats posed. Then jot down
the various points that are made during the discussion.

PAGE 50
MATH AND SCIENCE CLASSES
Taking notes in math and science classes requires special strategies.

You may find it helpful to write the problem on the left side of the note page and anything
the lecturer says about it directly across from each step. Listen carefully for the main points
and the important details and put them in your notes.

POWERPOINT PRESENTATIONS
Use the headings and subheadings in the PowerPoint presentations to organize your notes.
Copy the headings and subheadings into your notes as the lecturer refers to them. Then listen
to what the lecturer says about the slide and take notes.

ONLINE LECTURE NOTES

Some lecturers choose to post their lecture notes on the course Web sites. Some post the
notes prior to the lecture, others post their notes after the lecture.

Students always ask whether or not they really need to take notes in class when they can
simply print the notes either before or after class. The answer is YES.

When you take notes, you are actively engaged in the class, you can condense the material,
you can organize the material your way, and you can put the information in your own words.

You use the lecturers set of notes to build some background knowledge prior to the lecture.
Then after you take notes, use the online notes to edit your notes.

PAGE 51
Figure 6.1: Samples of Cornell Notes

PAGE 52
ACTIVITIES FOR STUDENTS
ACTIVITY 2
Get the students to listen to a lecture and try out the Cornell note-taking method.

Note: Audio lectures are easily available online. Choose one that is related to your
students field of study. Alternatively, you can record your own lecture and get the
students to listen to it.

Examples of websites with audio lectures:

https://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-00-introduction-to-
psychology-fall-2004/lecture-notes/3-learning-the-power-of-association/
https://archive.org/details/Philosophy_133_001_Fall_2010_UC_Berkeley_Philosophy of
Language

PAGE 53
LECTURE NOTES
REVIEWING NOTES
Explain to the students how they can use their notes for revision.

REVIEWING YOUR NOTES

There are three ways to review you notes.

RECITE FROM THE HEADINGS

You can review your notes by using the headings or topics to prompt your memory.

After you review you notes by reciting them aloud, cover the information under each
heading and try to recall all of the points related to the topics. Then check your notes to
see whether you missed anything. This review method helps you learn the material in an
integrated way.

RECITE FROM THE RECALL QUESTIONS

When you think you know the information in your notes, use the recall questions to test
your memory of the main points and supporting details.

This review method helps you learn the material in an isolated way you learn specific
answers to specific questions.

TALK ABOUT THE INFORMATION WITH OTHERS

Another way to study the information in your notes is simply to talk about it. Putting the
information in your own words and explaining it to others is an excellent way to move it
into long-term memory.

Get together with your note-taking friends or a study group to review your notes. You
can take turns discussing the information, predicting additional test questions and
quizzing each other on the information. You can also teach the material to someone or
something.

REFERENCES
Van Blerkom, D. L. (2009). College Study Skills: Becoming a strategic learner (6th ed.). MA:
Wadsworth Cengage Learning.

PAGE 54
Academic Integrity
& Performance
AVOIDING PLAGIARISM
CALCULATING GRADE POINT AVERAGE

| Study Skills |

PAGE 55
OVERVIEW
Topic 7 deals with students academic integrity and performance. In this section, students are
exposed to what is plagiarism, the common types of plagiarism, and how to prevent plagiarism
when writing their assignment, paper or report.

LECTURE NOTES
AVOIDING PLAGIARISM
Many students are unintentionally guilty of plagiarism when they write reports, assignments
and research papers.

Plagiarism: an act of using or closely imitating the language and thoughts of another author
without authorization and the representation of that authors work as ones own,
as by not crediting the original author.

The following are considered plagiarism:

turning in someone elses work as your own

copying words or ideas from someone else without giving credit
failing to put a quotation in quotation marks
giving incorrect information about the source of a quotation
changing words but copying the sentence structure of a source without giving credit
copying so many words or ideas from a source that it makes up the majority of your
work, whether you give credit or not

Check out http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page342054 to

see the common types of plagiarism.

In most cases, plagiarism can be avoided through citing the original sources. Plagiarism can be
prevented by simply acknowledging that certain material has been borrowed and providing the
readers with the necessary information to find that source is usually enough to prevent
plagiarism.

PREVENTING PLAGIARISM
There are two steps to preventing plagiarism when writing your assignment, paper or report.
The first one is planning, and the second is the actual writing.

PLANNING YOUR PAPER

1. Consult Your Instructor/Lecturer

PAGE 56
If you have doubts or questions about something, you should ask your instructor/lecturer.

2. Plan Your Paper

You need to plan how you are going to include other sources of information in your paper. There
must be a balance between the ideas taken from other sources and your own ideas. Writing an
outline or coming up with a thesis statement in which you clearly formulate an argument about
the information you find will help establish the boundaries between your ideas and those of
your sources.

3. Take Effective Notes

Organize the information that you have found by taking thorough notes of all the sources before
you start writing. To avoid confusion about your sources, try using different coloured fonts,
pens, or pencils for each one. Make sure you clearly distinguish your own ideas from those you
found elsewhere. Record bibliographic information or web addresses for every source right
away.

WRITING YOUR PAPER

4. Cite Sources

Citing is one of the effective ways to avoid plagiarism. If it is unclear whether an idea in your
paper really came from you, or whether you got it from somewhere else and just changed it a
little, you should always cite your source. When quoting a source, use the quote exactly the way
it appears. If the quotation is relatively short (usually fewer than 3 lines or 40 words), those
words must be enclosed in quotation marks.

5. Make It Clear Who Said What

If you are discussing the ideas of more than one person, be careful with confusing pronouns.
Always make sure to differentiate who said what, and give credit to the right person.

6. Know How to Paraphrase

A paraphrase is a restatement or rewording of a text or passage giving the meaning in another

form in order to achieve clarity. To paraphrase, you must change both the words and the
sentence structure of the original, without changing the content. Paraphrased passages still
require citation because the ideas came from another source, even though you are putting them
in your own words. [A few examples of paraphrasing can be found here:
https://owl.english.purdue.edu/owl/resource/619/1/]

7. Evaluate Your Sources

Make sure you know the author(s) of the page, where they got their information, and when they
wrote it (getting this information is also an important step in avoiding plagiarism). Then you
should determine how credible you feel the source is: how well they support their ideas, the
quality of the writing, the accuracy of the information provided, etc. [Try this link:
http://lib.nmsu.edu/instruction_backup/evalcrit.html]

PAGE 57
 8. Include a Reference Page

One of the most important ways to avoid plagiarism is referencing. Include a reference page or
page of works cited at the end of your paper. Check the guidelines for citing sources properly
and make sure that the page meets the document formatting guidelines used by UiTM. Look
for the APA 6th formatting style.

[Try this link: https://owl.english.purdue.edu/owl/resource/560/1/]

[For entries of Malay, Chinese and Indian authors names, refer to Page 18 of Avoiding
Plagiarism: A Guide for Students at
https://inqka.uitm.edu.my/v2/images/Special_Projects/plagiarism/policy/avoiding_plagiarism
_a_guide_for_students.pdf]

Be sure to edit your research paper carefully and check for plagiarism before submitting it. Refer
to your instructor/lecturer for the turnitin account to assess your paraphrasing and other anti-
plagiarism skills. [Try this link: http://turnitin.com/]

ACTIVITIES FOR STUDENTS

ACTIVITY 1
PARAPHRASING EXERCISES

Try the following exercises on paraphrasing and summarizing:

https://usu.instructure.com/courses/31801/quizzes/13501?module_item_id=63579

http://users.clas.ufl.edu/harlandj/courses/3942/exercises/Exercise3b.pdf

Try another exercise at https://owl.english.purdue.edu/owl/resource/619/2/

ACTIVITY 2
REFERENCING EXERCISES

Try these exercises to help familiarize yourself with the APA citation style:

http://library.georgiancollege.ca/citing/exercises

PAGE 58
REFERENCES/RESOURCES
Beck, S. E. (1997; 2009). Evaluation Criteria. Retrieved from
http://lib.nmsu.edu/instruction_backup/evalcrit.html

Georgian College Library. (2017). APA Writing & Citing Guide. Retrieved from
http://library.georgiancollege.ca/citing/exercises

Institute of Quality & Knowledge Advancement (InQKA). (2012). Avoiding Plagiarism: A Guide
for Students. Retrieved from
https://inqka.uitm.edu.my/v2/images/Special_Projects/plagiarism/policy/avoiding_plagiarism
_a_guide_for_students.pdf

iParadigms LLC. (2014). Plagiarism.org. Retrieved from http://www.plagiarism.org/plagiarism-

101/what-is-plagiarism/

President and Fellows of Harvard College. (2017). Harvard Guide to Using Sources: How to
Avoid Plagiarism. Retrieved from
http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page342057

President and Fellows of Harvard College. (2017). Harvard Guide to Using Sources: What
Constitutes Plagiarism? Retrieved from
http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page342054

The Writing Lab & The OWL at Purdue University. (1995-2017). General Format. Retrieved
from https://owl.english.purdue.edu/owl/resource/560/01/

The Writing Lab & The OWL at Purdue University. (1995-2017). Paraphrase: Write It in Your
Own Words. Retrieved from https://owl.english.purdue.edu/owl/resource/619/1/

The Writing Lab & The OWL at Purdue University. (1995-2017). Overview and Contradictions.
Retrieved from https://owl.english.purdue.edu/owl/resource/589/01/

Turnitin LLC. (2016). Resources. Retrieved from http://en.writecheck.com/ways-to-avoid-

plagiarism/

Turnitin LLC. (2017). http://turnitin.com/

Utah State University Library. (nd). Retrieved from Avoiding Plagiarism and Citing Sources -
CSE Style Quizzes Activity: Paraphrasing and Summarizing

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LECTURE NOTES
CALCULATING GRADE POINT AVERAGE
The final examination results and assessments at the end of every semester are assigned a Grade
Point Average (GPA) and a Cumulative Grade Point Average (CGPA) which represent a students
academic achievement.

A Grade Point Average (GPA) refers to the calculated average of the letter grades a student
earns in each semester following a 0 to 4.0 scale.

Table 1: GPA Calculation

Letter Grade Percent Grade 4.0 Scale

A+ 90-100 4.00

A 80-89 4.00

A- 75-79 3.67

B+ 70-74 3.33

B 65-69 3.00

B- 60-64 2.67

C+ 55-59 2.33

C 50-54 2.00

C- 47-49 1.67

D+ 44-46 1.33

D 40-43 1.00

E 30-39 0.67

F 0-29 0.00

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Every semester, students receive a GPA based on the grades they earned in all their courses
during that semester. The formula used for the calculations of the Grade Point Average (GPA)
is as follows:

GPA = The total credit values registered and attempted in the assessment of a semester
------------------------------------------------------------------------------------------------
The total credit units acquired in the same semester

To find GPA weighted by credit hours, follow these steps:

1. Multiply each numeric grade value by the number of credits the course was worth.
2. Add these numbers together.
3. Divide by the total number of credits you took.
= (3.67 x 3) + (3.33 x 2)
4. Your GPA = 3.53.
------------
3+2

= 11.01 + 6.66
------------
5

= 3.53

Cumulative Grade Point Average (CGPA) refers to the overall GPA, which includes dividing the
number of quality points earned in all courses attempted by the total credit hours in all
attempted courses.

CGPA = The total credit values registered and attempted in the assessment of all semesters
------------------------------------------------------------------------------------------------
The total credit units acquired in all semesters

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FAILURE AND DISMISSAL
Students with extremely unsatisfactory academic performance will/can be dismissed from
his/her study. The status of Dismissed (D) that can be given to students include:

Table 2: Academic Status

Status Description

D1 a CGPA of less than 1.80

D2 a CGPA of less than 1.80 with P1 status

D3 a CGPA of less than 2.00 with P2 status

D4 Failed in a certain course for the third time

D5 a CGPA of less than 2.00 at the end of the maximum period of study and
still have courses which have not been completed

D6 Passed all courses required by a programme and fulfilled all the

requirements of the programme but acquired a CGPA of less than 2.00

D7 Did not sit for the examination of all the registered courses for that
semester without the approval of the University

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ACTIVITIES FOR STUDENTS
ACTIVITY 1
GPA WORKSHEET

1. Calculate the GPA for Amelia Ameer for her first semester:

Course and Grade (1st Semester) Course Point Average

Comparative Animal Physiology: 3 credits, earned grade of B+

Biochemistry I: 4 credits, earned grade of C-

Integrated Physiology Lab: 1 credit, earned grade of A

Asian Civilization I: 3 credits, earned grade of C-

Ecology: 3 credits, earned grade of A

Korean I: 3 credits, earned grade of B

Total Number of Credits =

Total Points Earned =

GPA =

2. Calculate what would have happened if Amelia had earned a B in Chemistry.

3. What is the difference in GPA?

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 4. Now calculate Amelia GPA for the next semester:

Course and Grade (2nd Semester) Course Point Average

Cell Biology: 4 credits, earned grade of B+

Organic Chemistry I: 4 credits, earned grade of B

Intro Physics I: 4 credits, earned grade of C

Writing in Biology: 3 credits, earned grade of C

Public Speaking: 3 credits, earned grade of A-

Total Number of Credits =

Total Points Earned =

GPA =

5. What would happen if Amelia had received a D in Cell Bio instead of the B+?

6. What is the difference in GPA?

7. What is the difference in CGPA?

8. What does Amelia have to do in order to achieve a GPA of 3.00 in the 2nd semester if her
CGPA falls below 2.50 in the 1st semester?

REFERENCES/RESOURCES
BHEA, UiTM. (2011). Academic Regulations Diploma and Bachelors Degree (Honours)
Programmes. Retrieved from
https://hea.uitm.edu.my/v1/images/stories/downloads/academic_regulations/Academic%20R
egulations%20Diploma%20Degree%202011.pdf

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LIST OF APPENDICES

APPENDIX 1: Learning Styles Inventory

APPENDIX 2: Fixed-Commitment Calendar

APPENDIX 3: Job Task Analysis

APPENDIX 4: Prioritized To-Do List

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