The last table shows the preferences of the STEM students on how they study.

When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.
The last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine
a chapter and find listing as many questions as possible effective, this number of
people shows that almost half of the student number give efforts in formulating or
listing questions that they might use in the future, in anyway as long as they can
utilize these questions. Half of the student number on the other hand, do not
bother examining a chapter just to list as many questions as possible, but since it
is beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes.
The last question is about reciting the textual material until the reviewee always
does remember it, 70% implement this technique, 7.5% do not do the exact same thing
but associates similar style, or do not do this at all, 22.5% do this sometimes.
All in all, considering the interrelated contexts of the questions, students almost
always prefer the reciting part, where they stimulate the examination in their
heads, or ask questions that could possibly come out until they know every answer
cold.The last table shows the preferences of the STEM students on how they study.
When learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing
or stimulating themselves with questions that might possibly come out effective.
22.5% of them responded no, as they may try to look up for references not coming
from theirs, or do not ask any questions at all. 17.5% of them seem to do it when
they feel like it. When briefly examining a chapter inorder to list as many
questions as possible about the material, 32.5% answered yes and sometimes, while
35% of the respondents answered no. Those who answered yes and sometimes do briefly
examine a chapter and find listing as many questions as possible effective, this
number of people shows that almost half of the student number give efforts in
formulating or listing questions that they might use in the future, in anyway as
long as they can utilize these questions. Half of the student number on the other
hand, do not bother examining a chapter just to list as many questions as possible,
but since it is beyond the study's reach of knowing, it could also mean that they
skip the brief examination and proceed to the actual listing already. Next is
listing additional questions that are answerable, it is mostly similar in meaning
and context with the previous question thus, having also very similar results of
32.5% respondents answering yes and no, and 35% answered sometimes. When putting
down while trying to recite what has just been read, a whopping 77.asdfadf5% of the
respondents actually implement this technique or study habit as this method tries
to put the students in stimulation, thus testing them with their limits. Only 5% do
not do this, but it doesn't mean that they do not apply a similar technique, but
then some do not actually do this at all. and 17.5% do this sometimes. The last
question is about reciting the textual material until the reviewee always does
remember it, 70% implement this technique, 7.5% do not do the exact same thing but
associates similar style, or do not do this at all, 22.5% do this sometimes. All in
all, considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar
results of 32.5% respondents answering yes and no, and 35% answered sometimes.
When putting down while trying to recite what has just been read, a whopping
77.asdfadf5% of the respondents actually implement this technique or study habit as
this method tries to put the students in stimulation, thus testing them with their
limits. Only 5% do not do this, but it doesn't mean that they do not apply a
similar technique, but then some do not actually do this at all. and 17.5% do this
sometimes. The last question is about reciting the textual material until the
reviewee always does remember it, 70% implement this technique, 7.5% do not do the
exact same thing but associates similar style, or do not do this at all, 22.5% do
this sometimes. All in all, considering the interrelated contexts of the questions,
students almost always prefer the reciting part, where they stimulate the
examination in their heads, or ask questions that could possibly come out until
they know every answer cold.The last table shows the preferences of the STEM
students on how they study. When learning a principle or definition with the
attempt to think of at least to examples of how it might be applied or what it
relates to, 57.5% or the majority of the respondents try to think of at least two
examples, while 22.5% do not try of thinking at least two examples, this could mean
that they do not think of any at all or that they think of more than just two
examples, 20% of them try this technique sometimes if they feel the need to. When
learning a material, 60% of the respondents ask self-questions and study until
he/she is able to answer the self-made questions. The majority of the respondents
find testing or stimulating themselves with questions that might possibly come out
effective. 22.5% of them responded no, as they may try to look up for references
not coming from theirs, or do not ask any questions at all. 17.5% of them seem to
do it when they feel like it. When briefly examining a chapter inorder to list as
many questions as possible about the material, 32.5% answered yes and sometimes,
while 35% of the respondents answered no. Those who answered yes and sometimes do
briefly examine a chapter and find listing as many questions as possible effective,
this number of people shows that almost half of the student number give efforts in
formulating or listing questions that they might use in the future, in anyway as
long as they can utilize these questions. Half of the student number on the other
hand, do not bother examining a chapter just to list as many questions as possible,
but since it is beyond the study's reach of knowing, it could also mean that they
skip the brief examination and proceed to the actual listing already. Next is
listing additional questions that are answerable, it is mostly similar in meaning
and context with the previous question thus, having also very similar results of
32.5% respondents answering yes and no, and 35% answered sometimes. When putting
down while trying to recite what has just been read, a whopping 77.asdfadf5% of the
respondents actually implement this technique or study habit as this method tries
to put the students in stimulation, thus testing them with their limits. Only 5% do
not do this, but it doesn't mean that they do not apply a similar technique, but
then some do not actually do this at all. and 17.5% do this sometimes. The last
question is about reciting the textual material until the reviewee always does
remember it, 70% implement this technique, 7.5% do not do the exact same thing but
associates similar style, or do not do this at all, 22.5% do this sometimes. All in
all, considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer cold.The
last table shows the preferences of the STEM students on how they study. When
learning a principle or definition with the attempt to think of at least to
examples of how it might be applied or what it relates to, 57.5% or the majority of
the respondents try to think of at least two examples, while 22.5% do not try of
thinking at least two examples, this could mean that they do not think of any at
all or that they think of more than just two examples, 20% of them try this
technique sometimes if they feel the need to. When learning a material, 60% of the
respondents ask self-questions and study until he/she is able to answer the self-
made questions. The majority of the respondents find testing or stimulating
themselves with questions that might possibly come out effective. 22.5% of them
responded no, as they may try to look up for references not coming from theirs, or
do not ask any questions at all. 17.5% of them seem to do it when they feel like
it. When briefly examining a chapter inorder to list as many questions as possible
about the material, 32.5% answered yes and sometimes, while 35% of the respondents
answered no. Those who answered yes and sometimes do briefly examine a chapter and
find listing as many questions as possible effective, this number of people shows
that almost half of the student number give efforts in formulating or listing
questions that they might use in the future, in anyway as long as they can utilize
these questions. Half of the student number on the other hand, do not bother
examining a chapter just to list as many questions as possible, but since it is
beyond the study's reach of knowing, it could also mean that they skip the brief
examination and proceed to the actual listing already. Next is listing additional
questions that are answerable, it is mostly similar in meaning and context with the
previous question thus, having also very similar results of 32.5% respondents
answering yes and no, and 35% answered sometimes. When putting down while trying to
recite what has just been read, a whopping 77.asdfadf5% of the respondents actually
implement this technique or study habit as this method tries to put the students in
stimulation, thus testing them with their limits. Only 5% do not do this, but it
doesn't mean that they do not apply a similar technique, but then some do not
actually do this at all. and 17.5% do this sometimes. The last question is about
reciting the textual material until the reviewee always does remember it, 70%
implement this technique, 7.5% do not do the exact same thing but associates
similar style, or do not do this at all, 22.5% do this sometimes. All in all,
considering the interrelated contexts of the questions, students almost always
prefer the reciting part, where they stimulate the examination in their heads, or
ask questions that could possibly come out until they know every answer
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