Date of Defense

12-1990

Department

Psychology

First Advisor

Dr. Dale Brethower

Second Advisor

Dr. Brian Yancey

Third Advisor

Angela Williams

Abstract

In this study, the researcher attempted to demonstrate the effectiveness of two instructional methods. Qualitative reviews of classroom effectiveness can be inconclusive or less objective than quantitative measures, which can help tease out specific areas of effectiveness of an instructional method. The Learning and Study Skills Inventory (LASSI) provided the means by which numerical data could be attained. The LASSI obtains ten measures in categories of learning and study skills. These categories either directly or indirectly relate to the methods studied and the resultant changes in students' behavior and attitudes. The LASSI is a survey comprised of statements which students are asked to what degree do these statements describe them. The LASSI was administered once at the beginning of the semester, and again at the end of the semester to students in PSY 197, PSY 347, (treatment groups) and a control group of students. Changes in group scores in each of the categories were compared. The data supported the conclusion that PSY 197 and PSY 347 are more effective in teaching learning strategies and study skills than otherwise undirected academic experience. The classroom experience of PSY 197 was especially effective in helping to improve students' attitudes toward school, ability to select main ideas from text, self testing, use of study aids and test taking skills. The classroom experience of PSY 347 was apparently especially effective in improving students' self testing abilities, use of study aids, information processing, motivation and concentration. There was an improvement on pre-test to post-test scores for both treatment and control groups, however, there was a higher increase in scores among the treatment groups.

Access Setting

Honors Thesis-Campus Only

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