Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


ucin1187017715.pdf (1.63 MB)

ETD Abstract Container

Abstract Header

THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE

SACKS, DAVID F.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1187017715

Abstract Details

2007, PhD, University of Cincinnati, Education : Educational Studies.
Many institutions of higher education have implemented programs to encourage self-regulated learning involving the assessment of study skills, using instruments such as the LASSI and the instruction of study strategies through specific courses. Some research indicates the success of such endeavors, whereas other research indicates that adult learners are not very proficient at self-regulation. The purpose of this study was two-fold: (1) to determine if students report increased usage and effective execution of study strategies after a series of lessons on study strategies; and (2) to determine if students demonstrate greater gains in reported use and effective execution of such strategies when given practice with domain-specific content in comparison to domain-general course content during a series of lessons on study strategies. A Pretest-Posttest Nonequivalent Comparison Group Design was implemented. The participants in the study were 54 under-prepared first-year college students enrolled in a College Success Seminar at a large urban university. The participants received instruction on how to use and correctly implement several study strategies. Participants completed the Learning and Study Strategies Inventory (LASSI), the Study Strategy Frequency of Use Survey, and the Test for Selecting Main Idea, Organization, and Elaboration as pre- and post-tests. The results indicate that participants did learn how to use and implement the study strategies taught. Of particular interest was the improvement of participants’ ability to use concept mapping and outlining skills as a result of the instruction on study strategies. The study strategies practiced with domain-general content improved in use and implementation; however the instruction did not have the same overall impact with the domain-specific content.
Dr. Rhonda Brown (Advisor)
143 p.
Education, Educational Psychology
study strategies; First Year Experience; under prepared college students; LASSI

Recommended Citations

Citations

  • SACKS, D. F. (2007). THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1187017715

    APA Style (7th edition)

  • SACKS, DAVID. THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE. 2007. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1187017715.

    MLA Style (8th edition)

  • SACKS, DAVID. "THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE." Doctoral dissertation, University of Cincinnati, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1187017715

    Chicago Manual of Style (17th edition)

ucin1187017715
1,017
© 2007, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.