Author

Williams

Date of Award

4-1987

Degree Name

Master of Arts

Department

Psychology

First Advisor

Dr. Richard W. Malott

Second Advisor

Dr. Alan Poling

Third Advisor

Dr. David O. Lyon

Access Setting

Masters Thesis-Open Access

Abstract

As a replication of Jackson's (1984) work, this research compared the performance of three groups of college freshmen. The groups consisted of black, high-risk students who voluntarily enrolled in a study-support group because of their initial quiz scores. The support program required the students to study each week's psychology objectives in four smaller segments, rather than studying all the week's material at once. The assumption was that this would increase the students' contact with the study material and improve their performances. An ABA design was used. The participants in the support program received higher quiz scores and final grades than the students who chose not to participate, but this may have been the result of confounded variables. There was no difference between the study-support and the control group without the opportunity to volunteer.

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