It is estimated that 90% of all test questions asked in the US are of 'Low Level' --knowledge and comprehension. (Wilen, W. W., 1992)
Long and Porter estimate that in an average language class of 30 students in a public secondary school, students have a chance to talk about 30 seconds per lesson - or just one hour per student per year. (1985)
Analysis of the grade 6 (immersion classes) recordings showed that 81% of all student utterances consisted of a single word, a phrase, or a clause. (Swain and Lapkin, 1986)
Many studies of English as a foreign language have suggested that L2 readers must understand 95% of the words in any text to ensure reasonable reading comprehension of the text (Laufer, 1989; Maher Salah, 2008).
Studies in neuroscience have indicated that students traditionally forget most of the information they were taught while in school. These studies have consistently demonstrated that only a small fraction of the content that is taught in the classroom is actually retained a year or more later (Lieberman, 2012).
Up to 73% of university students report difficulties preparing for an exam and most have weak or ineffective strategies for processing information both in the classroom and in their own study (Rachel, Daigle,& Rachel, 2007).
Good note making has been positively correlated with academic achievement and yet when making notes from lectures or from text most students miss between 60 - 70% of the key points (Kiewra, 1985b, O’Donnell & Dansereau, 1993).
Unfortunately, material omitted from notes has been found to have only a 5 - 15% chance of being recalled (Howe, 1970, Aitken, Thomas & Shennum, 1975).
Even when they have good notes many students still have great difficulty organising the information they have collected, 52% percent admit that their notes are disorganised and 61% report having trouble sequencing the ideas to make coherent sense (Rachel et al. 2007).
At the secondary level, even given well-organized, well-structured notes with summaries provided:
- two thirds of students study for tests purely by rereading their notes;
- more than half of them do that reading the day before the test or exam;
- around 12% of students do nothing more than recopy their notes verbatim;
- 50% use passive repetition of key points as their single study technique.
Only 20% of teachers believe that teaching students ‘study skills’ is a priority.
Only 17% of students report that teachers actively help them to learn or improve their study skills.