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ERIC Number: ED278005
Record Type: RIE
Publication Date: 1986-Dec
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Relationship between Students' Self-Reports of Text Studying Practices and Course Achievement.
Pace, Ann J.; And Others
An earlier study found virtually no relationship between college students' reported studying practices and various tests of reading comprehension, so a second study investigated whether different results would be obtained with an instrument based on study strategies college students actually reported using. Scores on this instrument were to be correlated with course grades and test scores. Directions asked 76 college students in an earth science course and 73 secondary students in a physics course to report what they do when they study an assigned book chapter. Via a 5-point Likert Scale, the students indicated the frequency of their use of 18 strategies, which were organized into 4 sections. The four sections of the instrument dealt with: (1) previewing the chapter; (2) the initial reading; (3) failures in comprehension; and (4) chapter review. Items regarding previewing strategies were weighted at three levels according to the degree of information a student could obtain from using a procedure, while strategies in the other sections were weighted at three levels according to the extent of active processing involved. Results were similar for both groups, although the college students had significantly higher quantitative and qualitative scores than the high school students. The students' measures of their study practices were then compared to their course grades and test scores. The results reiterate those of the previous study and raise further questions about the supposed relationship between reported study strategies and academic performance. The questionnaire items are appended. (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (36th, Austin, TX, December 2-6, 1986).