ERIC Number: ED417791
Record Type: Non-Journal
Publication Date: 1997-Nov-13
Reference Count: N/A
Study Skills Can Make a Major Difference.
Seon, Yvonne; King, Roxann
In 1995, Prince George's Community College made at-risk student retention an institutional priority. Studies conducted that year found that 70% of new students tested for placement needed remediation in at least one area, and that the pass rate in developmental mathematics was approximately 50%. A two-part intervention program was initiated to help at-risk developmental math students and improve pass rates. Each developmental math instructor was paired with a counselor. At-risk students met with designated instructors and counselors to devise strategies for academic success. In addition, a series of workshops requiring student participation and group work were planned to encourage learning. Topics included time management and goal setting, math anxiety, test-taking skills, using a calculator, memory aids, and note-taking and study skills for math. Not only did the students benefit, with pass rates in each target group improving significantly, but faculty also learned a great deal about math study skills. This allowed the faculty to improve their methodologies and broaden their approaches to student learning. Faculty and administrators credited attention to the behavioral/affective dimension of student learning as the primary reason for the program's success.(YKH)
Descriptors: Academic Achievement, Community Colleges, Developmental Studies Programs, Faculty Development, High Risk Students, Intervention, Mathematical Enrichment, Mathematics Achievement, Mathematics Anxiety, Mathematics Curriculum, Mathematics Education, Program Implementation, Remedial Programs, Study Skills, Two Year Colleges, Workshops
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Prince George's Community Coll., Largo, MD.