Exposure to metacognitive skills improves academic performance: an experimental study of college students' academic performance and self-efficacy

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Date
7/26/2016
Keywords
higher education , academic support , reading comprehension , SQ3R , Generative Reading
Authors
Thomas, Pamela
Description
This study examined undergraduate students in four randomly assigned groups, Generative Reading, SQ3R (Robinson, (1946, 1970), and no intervention, and general examinations as the control, to identify which strategy was most beneficial for improving exam scores and academic self-efficacy. Findings suggest students participating in reading interventions generally perform better, although not significantly improved. Additionally, performance is better with any intervention, than no intervention. Further studies should examine format and exposure-periods to determine if Generative Reading can improve academic performance greater than other intervention.
Identifier
psu-etd-113