Background/Context: Twenty percent of first-year students in public 4-year institutions and 42% of first-year students in public 2-year institutions in the United States enroll in remedial courses. Yet despite widespread remediation across U.S. colleges and universities, there remains a great deal of uncertainty about how remedial courses develop…

This study investigated whether a reflective journal writing assignment would improve students' course performance. A total of 166 students from undergraduate sections of a course taught by the same instructor over three semesters completed the assignment as part of their requirements. Students (N = 317) from five previous semesters of the same…

This study investigates the effects of study skills groups on college student grade point average (GPA) and study habits and attitudes (SSHA). Results indicate a significant increase in GPA and SSHA for those who took the course. (Author)

Objective: This pilot study tests the feasibility and preliminary efficacy of an after-school treatment program for middle schoolers with ADHD using a randomized clinical trial design. Method: A total of 23 students with ADHD (25% female, 48% African American) from a large public middle school were randomly assigned to a 10-week program or to…

Reviews commercially available instruments to assess students' study skills/habits/behavior, finding that none completely meets the standards set by the American Psychological Association or the American Educational Research Association. Offers guidance on selecting and applying these instruments in college settings. (DMM)

The purpose of this study is to examine effects of the admission system to higher education on background diversity of students and study efficiency. By using data from a longitudinal project, the students admitted to medical education on different admission grounds are compared. The results indicate that admissions based on upper secondary grades…

A study of the effects of variation in student preparation and leadership (emergent vs. assigned) in discussion groups found that both factors influenced verbal inactivity. The leadership effects were explained in terms of interaction-expectation theory and behavior modelling. (MSE)

Examined whether students who studied together outside class did better on exams than those who studied alone, and whether pedagogical method (cooperative/active learning versus lecture) influenced students' out-of-class study behavior. Mean exam scores were generally higher for students who studied in groups, regardless of teaching style, and…

Instructing people to forget a list of items often leads to better recall of subsequently studied lists (known as the benefits of directed forgetting). The authors have proposed that changes in study strategy are a central cause of the benefits (L. Sahakyan & P. F. Delaney, 2003). The authors address 2 results from the literature that are…

In an effort to improve active learning in introductory statistics, we introduce the use of concept mapping techniques as part of the course. While previous papers have touted the use of this and other interactive teaching methods in statistics education, we add to this literature by providing additional assessment of its efficacy. This comes…

The author observed that students enrolled in first-year college biology courses often had weak study skills. This longitudinal study examined the use of open-book tests to encourage reading and to assess the improvement of college students' study skills. There was a statistically significant improvement from the initial test to the final test…

Background: A school-wide program known as Positive Behaviour for Learning (PBL) that systematically reinforces positive behaviours in schools based on the USA model of Positive Behavioral Interventions and Supports (PBIS) but also emphasizes learning processes and outcomes was implemented in the Western Sydney Region (WSR) of Australia. Aim: The…

The effect of preparation and organization of studies on learning is examined in this article. Research that has been done in this area is reviewed and compared according to variables such as grade level, subject area, and student ability. (DEP)

Reviews research showing that the SQ3R study method does not appear to be more effective than either traditional study techniques or the students' own methods of study. (FL)

Research since 1980 on gender and learning styles of students over age 18 is reviewed for commonalities in theory and research methodology. In addition, a quantitative meta-analysis was undertaken on two measures of learning style and study behavior to determine the direction and magnitude of gender differences in various samples. (Author/MSE)