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Why Students fail when they re-sit Exams Q1.

WhyStudents fail when they re-sit Exams


Whenasked to define terms or give responses at the end of a chapter, itis advisable to avoid copying from the text book. This is factualbecause the objective of the queries is not test cramming or theability to recite but rather to understand. Defining terms usingone’s own words makes it easier for students to remember their ownversion of the answer rather than the authors’ actual words.


Itis possible for one to associate a text read with the place when theactual study took place. Students can recall what they were doingwhen they approached a given concept and this can help them to recallit with ease.


Whentaking a 20 minute break from psychology it is advisable to studyanother subject the rationale for this is that a new topic in anothersubject detaches the mind from what one initially reading. This alsohelps to freshen up the mind before indulging again into readingpsychology.


Studyingpsychology while depressed can be a great distractor. This is becausepsychology challenges the mind to think and find solutions to thequestions it poses. During the process of critical thinking, onecannot simultaneously think about the problems in his/her life whileat the same time try to address the thought-triggering scenariospresented by psychology.


Itis worth to relate what one studies with his/her life experiences.This makes the concepts more practical are applicable in realsituations. It also makes it easy to understand and reproduce theconcepts in any given scenario in a test.


Itis not advisable to begin studying a few days before a major exam. Anindividual is prone to pressure piling up from the numerousinformation that need to be synthesized and reading the conceptslearnt several weeks before. One can always have a schedule forstudying gradually while anticipating the exam such that by the timeit approaches, there will no need to struggle covering the numeroustopics.


WhyStudents fail when they re-sit Exams

Asignificant number of the learners go to class with a short-term goalof passing exam and progress to the next grade. Students miss classesat the commencement of the semester and troop into the lecture hallswhen the exams are near (Hosny &amp Fatima, 2014). Reading has beentransformed into an objective strife to pass tests and create therequired impression. Additionally, teachers have not devised anothereffective short-term method of testing the skills acquired by thestudents. The rigidity of the system has led to the studentsdevising a way to satisfy the requirements without having to fail.

Secondly,students have a negative attitude towards examinations and this hasscaled down the value of testing. Most of the learners believe thatexaminations are instituted to fail them rather than to test them(Hosny &amp Fatima, 2014). Therefore, some of them maximize the timethey have to revise for their tests through cramming and recitingphrases. The ability to reproduce the information in the examsimpresses the teachers, and they award good marks. However, thefailure to understand the concepts beyond reciting them leads to lossof information within a short span.

Inconclusion, learners tend to overlook some of the ideas tested in anassessment because they read demonstrably for the exams due to theacuity that papers are meant to fail them. A significant number ofstudents miss their classes and only storm into the lecture hallswhen exams approach. This depicts that they have short-termobjectives. Furthermore, they have a negative attitude towards exams,and they use any devious means to pass them. They forget most of theconcepts after a short time, and they cannot demonstrate impressiveperformance in the same papers if they re-sit them.


Hosny,M., &amp Fatima, S. (2014). Attitude of students towards cheatingand plagiarism: University case study. Journalof Applied Sciences,14(8),748.