| Test taking for many students can be a nerve racking | | | | Ask yourself questions as you read or study based |
| experience because many students fail to prepare | | | | the previous criteria and then try to answer them. after |
| effectively. Students who know how to study more | | | | completing this step then move on to the third step |
| effectively than those students who do not will always | | | | read. |
| have a leg up when the grades are returned. The | | | | Reading is not just running your eyes over a textbook |
| SQ3R method is based on five steps that will help you | | | | but rather read to answer questions you have asked |
| become a better student. The purpose of this article is | | | | yourself or questions the instructor has asked. Always |
| to explain what the SQ3R method is and how to use it | | | | keep in mind that bold or italicized words have a |
| properly when studying for a final exam. This article will | | | | special focus or meaning and then recite the main |
| also provide you with a resource for increasing your | | | | headlines. |
| study speed after explaining the framework of the | | | | When you recite, you stop reading periodically to recall |
| SQ3R study method. | | | | what you have read. Then recall main headings and |
| The SQ3R method has five parts Survey, Question, | | | | important ideas of concepts presented in bold or |
| Read, Recite and Review. The first tip is to survey, get | | | | italicized type. Try to develop an overall concept of |
| the best overall picture of what you're going to study | | | | what you have read and put it in your own words and |
| before you study it. You have to understand the | | | | develop your thoughts about what you read. |
| overall picture before you can examine it more closely. | | | | Reflection otherwise known as review will help retain |
| The second tip is to question. | | | | material. Reviewing what you have completed is the |
| Questions should lead to an emphasis on the what, | | | | final step. |
| why, how, when, who and where of the study content. | | | | |