ERIC Number: ED355236
Record Type: Non-Journal
Publication Date: 1992-Nov
Reference Count: N/A
Effectiveness of Suggestive-Accelerative Learning Techniques in Teaching Underprepared College Freshmen.
Confer-Owens, Vera A.
Two methods to teach study skills to underprepared college freshmen at a two-year technical institute were compared. The effectiveness of using a traditional method was compared to that of the Suggestive-Accelerative Learning Techniques (SALT) method, a holistic method that attempts to engage both sides of the brain by creating a positive learning environment through the use of music and relaxation. Ninety-two underprepared college freshmen were used as subjects in a 2 x 2 x 2 factorial design. The instrument used was the Learning and Study Strategies Inventory (LASSI). Results indicate that neither approach made any significant difference in the students' attitudes, motivation, or time management skills. Some negative gain scores on the posttests indicate a drop in attitude and motivation upon completion of the course. Further analysis indicates that the SALT is effective for teaching young females and older males how to use study skills. Ten tables present study data. (SLD)
Descriptors: Brain Hemisphere Functions, College Freshmen, Comparative Analysis, Higher Education, Instructional Effectiveness, Learning Strategies, Music, Pretests Posttests, Relaxation Training, Student Attitudes, Student Motivation, Study Skills, Teaching Methods, Technical Institutes, Time Management
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory