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ERIC Number: ED429874
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 23
Abstractor: N/A
Reference Count: N/A
Linked Instruction: The Contextual Acquisition of Learning Strategies in a University History Course.
Stallworth-Clark, Rosemarie; Nolen, Martha T.; Warkentin, Robert; Scott, Janice S.
The academic performance and learning strategy use of students in a freshman history course at a large southeastern U.S. regional university is the focus of this study. One group of students was comprised of first-term, at-risk students who were jointly enrolled in a learning support reading course and the freshman history course. The second group of students was comprised of the remaining students in the history course, some of whom had previously completed other college courses. No statistically significant differences on test scores or final grades in the history course were revealed. However, strategy engagement trends were implicated between the two groups of students. Findings are congruent with research that has shown the viability of linking non-credit reading courses for at-risk students with social science credit courses in college. Contains 7 tables of data, 27 references, and a student pre-questionnaire. (BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A