ERIC Number: ED243363
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Effects of Study Techniques on Developmental College Students' Retention of Textbook Chapters.
Three methods for studying college textbook chapters were compared, with 50 college special admissions students as subjects. Utilizing a counterbalanced design, students enrolled in a study skills course were given instruction in three study techniques: SQ3R, outlining, and underlining. The SQ3R method (Francis Robinson, 1946) consists of five steps: gaining an overall orientation of what will be read, turning each heading throughout the chapter into a question, reading the chapter to answer the questions, reciting in the student's own words the answer to the question, and summarizing or writing the main points of the chapter. Participants applied the technique to three college textbook chapters provided by the researcher. Recall performance was measured at the end of each of 3 weeks, utilizing an objective test measuring the chapter information. Analysis of variance for Latin-squares with repeated measures indicated a significant difference between mean scores on the posttests. Pairwise post-hoc analyses using the Scheffe multiple comparison procedure indicated that the mean recall performance for the outlining method was significantly different than the other two methods. Mean recall performance was higher for outlining than for the other methods. There was no statistical difference between the means of the underlining and the SQ3R posttests. (Author/SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Outlining; SQ3R Study Formula; Underlining
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).