Michele L. Simpson

College Academic Assistance Programs and Practices

Most public institutions offer some form of academic assistance to help their students adjust to the demands of college level learning tasks. Because these academic assistance efforts vary considerably, ranging from an emphasis on functional reading to an emphasis on strategic learning, it is important to describe these programs and their instructional methodologies and to review the pertinent research supporting them. After examining four critical issues confronting all academic assistance programs, the authors examined the goals, assessment procedures, salient features, and program evaluation methods of four prevalent program models: learning to learn courses, supplemental instruction, required programs for underprepared students, and integrated reading/writing courses. They concluded by outlining suggestions for future research and by listing specific questions that college students need to ask about the programs at their institutions.

The Relation Between Self-Selected Study Processes and Test Performance

This investigation used correlational methods in a realistic setting to examine the relation between test performance and four study processes that subjects self-selected: encoding, word meaning, organizing, and executive control. The participants were 123 university freshmen who were trained over a 5-week period to use a variety of study strategies. Then, for 5 weeks following training, subjects self-selected study processes and the strategies associated with these processess as they learned information from three content area chapters. For each chapter, subjects were tested and were required to provide evidence of the processes in which they engaged by submitting the strategies to the researchers. These strategies were then coded, and descriptive data, frequencies, correlations, and regression analyses were computed. The study provided a comprehensive picture of college students’ choice of study processes. Two major findings emerged about subjects’ self-selection processes: (a) executive control is related to test performance, and (b) those who are trained select a variety of strategies differentially.

Measuring the Affective and Cognitive Growth of Regularly Admitted and Developmental Studies Students Using the "Learning and Study Strategies Inventory" (LASSI).

Abstract The LASSI (Weinstein, Schulte, & Palmer, 1987) is a standardized self‐report measure designed to assess college students’ use of learning strategies. This study sought to investigate the utility of LASSI as a means of measuring college students’ cognitive and affective growth following a study strategies course. In addition, the study evaluated LASSIs predictive ability by examining the subjects grades in subsequent content area courses. Seventy‐one regularly‐admitted (RAS) and 168 Developmental Studies (DSS) subjects from two universities participated in the study. All subjects took the LASSI as a pre and posttest measure and participated in eight weeks of study strategy instruction. The results indicated cognitive and affective growth for both the RAS and DSS. Though the LASSI was significantly predictive of the RASs grade point average in regular courses, no scale or combination of scales was predictive of courses grades for the DSS. It was concluded that more research is needed before LASS...

The Relationship between the Use of Study Strategies and Test Performance.

The purpose of this study was to investigate the relationship between the use of appropriate study strategies and test scores on three different content area exams. The subjects were 37 students enrolled in an upper level college reading course who had been taught to use and apply a variety of effective study strategies. Prior to receiving test results, subjects were asked to write out in detail how they prepared for each exam. Responses were coded as positive or negative, and a composite score of the positive minus the negative behaviors was also computed. The behavior scores were then correlated with test scores. The results indicated a high correlation between the use of positive strategies and test performance. Implications of the findings as well as recommendations for further research are discussed.

Developing College Vocabulary: A Content Analysis of Instructional Materials.

Abstract Current research and theory question many of the traditional methods and techniques of teaching vocabulary. Yet textbooks designed to expand the vocabulary levels of post‐secondary learners continue to proliferate. In light of the large number of vocabulary texts available for the college market as well as recent critical findings from research, the investigators undertook a study to determine the content of 55 college vocabulary texts and the extent to which the content was consistent with empirical evidence. Findings of the content analysis are detailed and recommendations to publishers are highlighted.

College Students' Beliefs, Strategy Employment, Transfer, and Academic Performance: An Examination across Three Academic Disciplines.

Most models of self-regulated learning (SRL) descnbe successful students as those who hold mature beliefs about learning, have a repertoire of cognitive and metacognitive processes, and can correctly interpret their tasks (Pressley, 2000; Zimmerman, 2000). Although self-regulated learning is particularly important at the college level, we know from the extant research that many students are not prepared for approaching the rigors of college (Nist & Simpson, 2000). In order to help students with these demands, many postsecondary institutions offer some form of academic assistance. Generally, these academic assistance efforts have used either generic study skills approaches or integrated approaches that embed instruction across the academic disciplines (Hofer, Yu, & Pintrich, 1999). The integrated approach reflects SRLtheory and is represented in two different models: learning to learn courses (e.g., Weinstein, 1994) or adjunct study

A Comparison of Oral and Written Text: A New Perspective.

This study was designed to examine the relationship of listening and reading in light of some new perspectives on the differences between oral and written language. The specific purpose was to determine what relationship exists between varying levels of reading competency and the differential modes of content presentation and whether these variables have any effect on immediate and delayed learning. Tenth grade students (N=192) stratified according to reading competency were randomly assigned to one of four treatment conditions: 1) Spontaneous oral language (lecture), 2) tape, 3) written text, 4) cued written text. After the experimental conditions, the subjects were administered a multiple choice exam. One week later the test was readministered. While there were no significant differences across the presentation modes for immediate learning, there were significant differences for delayed learning. Subjects in the listening presentation performed significantly better than the subjects in the reading prese...

The value of writing a “how‐to” book to reduce the writing apprehension of secondary preservice science and mathematics

Abstract Although theory details characteristics of self‐regulated learners, educators do not have a definitive sense of how to teach students self‐evaluation and reflection. This action research addresses that and other limitations in the extant literature, describing the strategies, planning, knowledge monitoring, calibrations, and performance of 24 undergraduates. Students were dually enrolled in a cognitively demanding history course and a strategic learning seminar taught by the researchers. Using the history content, students were taught task‐appropriate strategies designed to generate self‐reflection and internal feedback. Findings indicated that the most successful history students calibrated global planning processes and the type and level of self‐selected strategies sooner than did the other students. Implications suggest that self‐reflective practice takes a sustained period of time to be internalized by students, but should be routinely incorporated into traditional strategy instruction.