ERIC Number: ED025810
Record Type: RIE
Publication Date: 1968-Aug-30
Reference Count: 0
Final Report on an Independent Study Program for the Academically Able.
Lodato, Francis; And Others
Released time from classes for independent study by academically able high-school juniors and seniors is evaluated here after a four-year study. Concern was centered on the effects of this program on high school functioning and, later, on college records. Major hypotheses of the study were that: (1) independent reading groups would show greater gains in school satisfaction, study habits, and library skills; (2) certain cognitive and affective measures would not be useful in predicting success in independent study; and (3) achievement in areas other than the independently studied areas would differ little from that of control groups. These hypotheses were largely supported. Absences from class had no adverse effects, and trends indicated favorable effects of independent study. Significantly more experimental students chose majors in their freshman year in college than did matched controls. Tendencies that did not reach statistical significance favored experimental groups in other areas of the college investigation as well. (BP)
Publication Type: N/A
Education Level: N/A
Sponsor: New York State Education Dept., Albany.
Authoring Institution: Manhattan Coll., Bronx, NY.