E-PORTFOLIO UED102

( STUDY SKILLS )

Name: ADAM BIN ELIAS

No Matrix: 2024632978

Class: TAC1101B

Lecturer: EMIZA BINTI TAHAR

 UED 102 STUDY SKILLS

INTRODUCTION

ASSALAMUAILKUM
My name is ADAM BIN ELIAS.I am a student who currently
studies at UITM TERENGGANU, CAMPUS DUNGUN.The
purpose I’m doing this portfolio is to introduce the student
about UED 102 or well known with soft skills.UED 102
provides student with learning skills essential for varsity
life, which should be within each student.
CONTENT OF UED 102
ITEM:

 Getting Ready to Learn

 Goal Setting
 Time Management & Organization Skills
 Memory,Learning & Improving Concentration
 Taking Lecture Notes
 Academic Integrity & Performance

TOPIC 1: GETTING READY TO LEARN

Everyone need to get ready to learn something new.Firstly,we need to making the
transition(from school to collage). Then,we need to know what learning style that
suitable for us to become a successful student.
There are 3 types of learning style:

TYPE
 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 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.
 TOPIC 2: GOAL SETTING
Goal setting is an important skill that helps us stay focused and achieve what we
want in life. It gives us direction and helps us break big dreams into smaller,
manageable steps.
By learning how to set SMART (Specific, Measurable, Achievable, Relevant, Time-
bound) goals, you’ll be able to plan better and work toward your personal and
academic success. This process will also help you think about what you want to
achieve and how to overcome challenges along the way.

CHARACTERISTIC OF GOALS

ACADEMIC AND PERSONAL GOALS

 An academic goal is something you want to achieve in collage. It could be
getting better grades, finishing all your homework on time, understanding a
subject better, or learning new study skills. Setting goals helps you stay
focused, work harder, and stay organized so you can do your best in collage.

 A personal goal is something you want to achieve for yourself. It can be about
improving a skill, building a good habit, or working toward something that
makes you happy. For example, you might want to exercise more, read a
book, spend less time on your phone, or learn a new hobby. Personal goals
help you grow and become the best version of yourself.
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. 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
UED ADEY.docx
TOPIC 3: LIBRARY AND CAMPUS
RESOURCES
 TOPIC 4: TIME MANAGEMENT &
ORGANIZATIONAL SKILLS

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.
 TOPIC 5: MEMORY,LEARNING &
IMPROVING CONCENTRATION

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.
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.

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

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

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 6: TAKING 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

Discuss or explain to the students on HOW to take lecture notes.

 TOPIC 5: ACADEMIC INTEGRITY &
PERFOMANCE
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 https://www.bowdoin.edu/dean-of-
students/conduct-review-board/academichonesty-and-plagiarism/common-types-of-
plagiarism.html 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: Paraphrase and Summary Exercises Index //
Purdue Writing Lab

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.

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 7th formatting style.

[Try this link:

https://apastyle.apa.org/style-grammar-guidelines/paper-format/sample-papers]

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: https://www.ouriginal.com/]

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.