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ERIC Number: ED461673
Record Type: RIE
Publication Date: 1999-Apr
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Development of the Comprehensive Learning and Study Strategies Questionnaire (CLASS-Q).
Hammann, Lynne A.; Garrett-Ingram, Connie
This study investigated the development of the Comprehensive Learning and Study Strategies Questionnaire (CLASS-Q), which was designed to assess students' strategy beliefs and use in the context of an academic course. The CLASS-Q, which is administered within 24 to 48 hours of a course examination, consists of 3 parts, given in this order: a set of open-ended questions, a set of general statements about strategy beliefs and practices, and a section of 3 presentations of 23 strategies each for students to rate the usefulness of "in general,""in this course," and "their actual use to prepare for the course test." Participants were 51 college students. Findings indicate that when students responded to open-ended questions, they reported using their texts and notes most often and for test preparation. Students' responses to the general statements of strategy use and beliefs indicated metacognitive awareness of choosing and evaluating strategies. Finally, students' responses to the conditions indicated that although they may consider a strategy useful in general and in that course, they may have chosen not to use it for preparing for the examination. (Contains 11 references.) (Author/SLD)
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 American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).