CHECKLIST FOR STUDENT PORTFOLIO
Name NURUL AIN BINTI NOR ASHIKIN
Program
NO
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ITEMS
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DETAILS
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TICK (√)
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A
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ACADEMIC ADVISOR’S PROFILE
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B
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STUDENT’S PROFILE
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C
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FAMILY’S PROFILE
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D
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PROGRAM STRUCTURE & PROGRAM OUTCOME
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E
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ACADEMIC RECORD
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1. UiTM ACADEMIC CALENDAR
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2. SUBJECT VALIDATION SLIP
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3.TIMETABLE
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1. Class Timetable
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2. Self-study Timetable
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F
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UED 102 TOPIC/SUBTOPIC
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Topic 1: Getting Ready to Learn
Goals Setting
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Learning Style Inventory Goal Statements – The Five Step Approach
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Topic 2: Time Management &
Organizational Skills
Getting to Know The Kampus
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Fixed-Commitment Calendar
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Job Task Analysis
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Prioritized To-Do List
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Topic 3: Memory, Learning & Improving
Concentration
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Memory Strategies
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Organizational Strategies
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Concentration Strategies
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Concentration Chart
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Reading Text
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Topic 4: Taking Lecture Notes
Academic Integrity &
Performance
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Note-Taking Strategies
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Note-taking Exercise using the Cornell Method
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GPA Worksheet
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A. ACADEMIC ADVISOR’S PROFILE
CIK WAN ZUHAILA WAN ABD RAHMAN
Date
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Description
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Signature
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B. STUDENT'S PROFILE
Name
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Nurul Ain Binti Nor Ashikin
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Matrix No.
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2019935155
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Faculty
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Business Management
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Program
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Diploma In Management And Office Technology
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Group
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T-BA1181B
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Place Of Birth
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Klinik Kita Wangsa Maju , Kuala Lumpur
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Date of Birth
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29 January 2000
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C. FAMILY'S PROFILE
Father
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Nor Ashikin Bin Mohamed Rashid
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Occupation
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Businessman
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Mother
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Yusnizah Binti Yahaya
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Occupation
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Housewife
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D. PROGRAM STRUCTURE & PROGRAM OUTCOME
E. ACADEMIC RECORD
UITM ACADEMIC CALENDAR
F. UED 102 TOPIC/SUBTOPIC
STUDY SKILLS
UED102
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.
TOPIC 1
TOPIC 1
Getting Ready to Learn
MAKING THE TRANSITION (FROM SCHOOL TO UNIVERSITY)
CHARACTERISTICS OF SUCCESSFUL STUDENTS
USING LEARNING STYLES TO ENHANCE PERFORMANCE
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.
CHARACTERISTICS OF SUCCESSFUL STUDENTS
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 can’t 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, you’ll 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 that’s 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 aren’t working, ask you lecturer or tutor for
suggestions for different ways to learn. Even though the strategies that they suggest may not
seem like they’ll work, you must be willing to give them a chance. If you don’t make changes in
the way you take notes, read your texts or prepare for exams, for example, you won’t see
changes in your performance.
8. Work Hard This Semester
Forget about doing all your assignments in the evening. If you’re taking fifteen credits this
semester, you’ll 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 you’re taking difficult courses,
you’ll 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
Using Multi-Sensory Learning
Now that you know your learning style(s), you have an idea of the important role your senses
play in the learning process. The best strategy is to combine modalities whenever possible.
Incorporate visual, kinesthetic, and auditory learning into your study plan. Using combinations
will strengthen your ability to retain information. Be creative. Add your own ideas. Here are
some strategies:
Visual learners:
• Create mind maps, flow charts, and diagrams using bright colors. Put them where you can
view them frequently.
• Practice building your visual memory.
• Rewrite your notes using different colors.
Auditory learners:
• After you read a page in your textbook, summarize the information out loud in your own
words.
• Tape your instructor’s lecture, and if you are a commuter, listen to the tape on the way
home, either in your car, or on the bus or subway.
• Discuss the material that you have been learning with a friend or study group.
Kinesthetic learners:
• Use your hands. Cut up charts and diagrams. Create flash cards and move them around
with large, sweeping movements.
• Walk and talk the information. Recite as you move.
• Type on a computer keyboard. You are using your muscle memory.
Developing Your Style: Combining Visual, Auditory, Kinesthetic Modes
Additional ways you can use multi-sensory learning:
• Use background music (no lyrics to distract you) when you study. Choose a piece of music
for a particular subject. Every time you study that subject, play the music. You are creating
an association for your subconscious mind. You may be surprised to discover how much of
the information you remember when you play the music by itself. You are combining Visual
and Auditory modes.
• Use rap or rhyme to memorize information. To add Kinesthetic to this Auditory mode, walk,
dance, or clap when you sing.
• If you are athletically inclined, dribble a basketball while you recite information. You are
combining Auditory and Kinesthetic modes.
• Study with a partner or in a group. Discuss the information. Hold up flash cards diagrams,
hierarchies, and mind maps to test each other. This combines Visual and Auditory modes.
• Put yourself in the picture. You can do this with a subject like history; participate in a battle
or a significant meeting such as the signing of the Declaration of Independence. Ask yourself
how you feel. This combines Visual and Kinesthetic modes.
• Make up your own strategies. Incorporate multi-sensory learning into your studies.
Additional Strategies:
• If you are learning a new vocabulary word or math formula, write it in the air using large,
sweeping movements. Close your eyes and see it in your mind’s eye. Say the words out loud.
You are combining V, A, and K modes.
• Use the sense of smell. One student created olfactory (smell) associations by using scented
pencils for studying. He used a grape pencil for one subject and a chocolate one for another.
When taking an exam, he used the appropriate pencil to help him recall information. He
combined V and K and added an additional sensory mode.
• Use 5- by 7-inch flash cards to self-quiz. Use different and bright colors for each side. Lay
them on a desk or table. Move them around and put them in different places as you study, or
create a game with them. Place them into different categories in a hierarchical fashion such as
“don’t know,” “review,” and “need to study more.”
• Create your own auditory notes using a tape recorder.
Goal Setting & Learning Management System
SETTING GOALS FOR THE NEW SEMESTER
WRITING EFFECTIVE GOAL STATEMENTS
USING THE LMS
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
LMS.
LECTURE NOTES
GOAL SETTING
The class should begin with the focus on the word ‘goal/s’. What comes to their 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
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?
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://ilearn.uitm.edu.my/v3/home/
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
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.ilearn.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.
TOPIC 2
Time Management & Organizational Skills
OPTIMISING STUDY TIME
ORGANISING STUDY TIME
USING TIME-MANAGEMENT STRATEGIES TO STAY MOTIVATED
REDUCING PROCRASTINATION
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.
Fixed-Commitment Calendar
Job Task Analysis
Prioritized To-Do List
Daily Work Schedule
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
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.
Getting to Know the Campus
MY VIDEO : https://www.youtube.com/watch?v=aOqTzhUWhvA&t=17s
TOPIC 3
Memory, Improving
Concentration & Reading System
Concentration & Reading System
UNDERSTANDING MEMORY PROCESSES
MEMORY STRATEGIES
UNDERSTANDING CONCENTRATION
STRATEGIES FOR IMPROVING CONCENTRATION
READING/STUDY SYSTEM (SQ3R)
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.
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).
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)
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 & Shiffrin’s 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.
LECTURE NOTES
MEMORY STRATEGIES
Memory strategies, why it is important?
Memory strategies will help students in their encoding, storing, and retrieving the information
(helps 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).
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.
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
▪ 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.
Organizational Strategies
LECTURE NOTES
STRATEGIES FOR IMPROVING 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
Concentration Chart
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.
TOPIC 4
Taking Lecture Notes
TAKING LECTURE NOTES
EFFECTIVE NOTE-TAKING SYSTEMS
OVERVIEW
This topic introduces students to why they should take lecture notes, how to take
lecture notes using an effective note-taking method, what to include in their notes
and reviewing their notes.
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)
TAKING 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 lecturer’s 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 you’re unsure of some of the information
EFFECTIVE NOTE TAKING SYSTEM
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 don’t 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
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 lecturer’s 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.
LECTURE NOTES
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.
Academic Integrity & Performance
AVOIDING PLAGIARISM
CALCULATING GRADE POINT AVERAGE
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 author’s work as one’s own, as by not crediting the original author.
The following are considered plagiarism:
✓ turning in someone else’s 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
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]
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
antiplagiarism skills.
[Try this link: http://turnitin.com/]
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 student’s 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
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.
4. Your GPA = 3.53.
= (3.67 x 3) + (3.33 x 2)
------------
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
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
GPA Worksheet
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