Exposure to metacognitive skills improves academic performance: an experimental study of college students' academic performance and self-efficacy
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Authors
Thomas, Pamela
Date
7/26/2016
Type
text
electronic thesis or dissertation
electronic thesis or dissertation
Language
en_US
Keywords
higher education , academic support , reading comprehension , SQ3R , Generative Reading
Alternative Title
Abstract
Electronic Thesis or Dissertation
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.