ERIC Number: ED022654
Record Type: RIE
Publication Date: 1966-Nov
Reference Count: 0
Effects of Reading, Study Skills Improvement, and Reduced Credit Load on Achievement and Persistence of Failure Prone College Freshmen: A Pilot Study.
Ikenberry, Stanley O.; And Others
The effect of training in reading-study skills and reduction of the academic credit load on the probability of academic success and the reduction of withdrawal rates for marginal college students was investigated. Subjects were 330 students, selected from the 1964-65 freshman class of West Virginia University, who had a predicted grade point average of 1.99 and below (on a 4.0 scale). Criterion measures included cumulative grade point averages, student grades converted to standard score basis, and student withdrawal rate per semester. Subjects were randomly assigned to four groups: (1) a reading-study skills class with reduced credit load, (2) a reading-study skills class with no reduction in credit load, (3) a reduced load with no special class, and (4) a control group with no special class and no reduction in credit load. At the close of the first semester each of the criterion measures showed a significant difference in favor of those groups taking the course. Significant interaction effects between the special course and the reduced load treatment were also shown. The group with only the reduced load treatment achieved at a level below the other three groups and had the highest rate of withdrawals. A bibliography and appendixes are included. (Author/WB)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: West Virginia Univ., Morgantown.