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ERIC Number: ED421903
Record Type: RIE
Publication Date: 1998-Apr
Pages: 10
Abstractor: N/A
Structured Interview Study of the Long-Term Effects of a College Study Skills Course: Traces and Self-Report Measures.
Connelly, Kirstin P.; DuBois, Nelson F.; Staley, Richard
While past research has reported moderate effects of learning-to-learn courses on grade-point averages (GPAs), number of hours completed, and attrition rates, little has been reported about how students fare in subsequent semesters. This study, which consisted of a five-phase interview process with 30 randomly selected male and female college students, contrasted high (n=16) and low (n=14) GPA, second-semester students on five outcomes: use of nonstudy time; time management; self-reported changes; adaptation to different studying situations; and studying behaviors as measured by marked texts, notetaking, or self-reported review tactics. The study found that: (1) while all high GPA students had chosen majors, only half of the low GPA students had selected a major; (2) high GPA students reported spending more daytime hours studying; (3) while students in both groups reported having changed study practices during their first semester, most high GPA students ascribed the change to a more demanding workload; low GPA students sought to improve grades; (4) when asked about self-management practices under different studying situations, some differences were observed for managing daydreaming and distractions; (5) scores on test preparation as measured by marked texts and notetaking were low for both groups. (Contains 20 references.) (CH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 15, 1998)