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Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

The public schools of British Columbia are required to evaluate and report work habits on the Pupil Report Cards. The schools have been left to devise their own methods. This thesis is a study of how the schools carry out this requirement. Its particular concern is to determine whether the schools are reporting work habits, what they believe they are assessing as work habits, what evaluating methods they are using and how much time and energy is devoted to this task. The study includes an outline of the development of work habit reporting in the U. S. as part of a trend towards more comprehensive reporting. Such reporting was found to be widespread and reasons for this are offered. Significant features in the development of such reporting in B.C. are noted. Some conclusions relating to this trend include the fact that most B.C. schools are attempting to report work habits, they are seeking to develop methods of assessment and there is need for them to be guided in these efforts for much of it is wasted. How B. C. schools define work habits is reported and each definition is examined. The study suggests a definition that might be acceptable to all schools. Responding principals found the task of defining work habits to be difficult. The items found in these definitions are studied and a list that might be used by all schools is suggested. How U.S. schools have selected work habit items and some reasons for t heir selection are reported. It was found that many B.C. schools are reporting items that cannot be considered as work habits. The evaluating methods used by schools are examined. These included! the method of comparing scholastic ability and present subject achievement; the method of comparing present subject achievement and past subject achievement; the method of comparing present subject achievement and subject ability as shown by standardized achievement tests; the method of using a check list; and the method of subjective evaluation. The merit of each is examined. Because the first three of these methods fail to reveal the work habits that could affect achievement and should be reported to parents, and because schools reported using these in unnecessary combinations with other methods, the study concludes that much time and energy now being expended in this direction is of doubtful value. The check list was found to be the most popular method. Its adoption by all s chools is suggested. The study examines the provisions for nark habit reporting on the B.C. Pupil Report Cards. Each card is criticized as an instrument for reporting these habits. The conclusion is that the present intermediate and secondary cards should be amended in order that work habit reporting may be properly done. The study suggests that the academic achievement of B.C. school children might be improved if actual work habits could be reported, and that they could be reported if a check list of habits was a part of the report. / Education, Faculty of / Graduate

The relative rates of acquisition of three study methods taught college-level students were investigated. The term "rate of acquisition" was defined as the ease with which facility was achieved by students in the use of study methods. The study methods were: Survey, Question, Read, Recite, Review (SQ3R), Non-linear Outlining (NLO) and Three-Level Outlining (3L0). The primary research questions raised were whether the relative rates of acquisition among the study methods would be the same at two different times during the study, and after the period of instruction. In addition, the question was asked if the relative rates of acquisition among the study methods would depend upon the readability levels of the instructional material which was drawn from a commercial reading and study manual (Miller, 1964). The research design involved manipulating three independent variables: (1) the Treatments of SQ3R, NLO, and 3L0; (2) the Difficulty levels of instructional material as determined by the Flesch (1951) readability formula and designated EASY, MEDIUM, DIFFICULT; (3) the Time of assessment over the period of instruction which had two levels, Time 1 and Time 2. The criterion measure for each reading exercise was a rate-of-gain score termed an Effective Reading Rate (ERR) which was the product of the student's comprehension score and his study reading time for any given article. The results of the study indicated that no one study method appeared to be advantageous in terms of its rate of acquisition over the period of the study. The NLO method did show a significantly higher ERR by the seventh week of instruction. An analysis of the data revealed that the variability of this finding was due to performance by students taught NLO on material of an EASY classification (low readability level). The implication is that NLO may be advantageous in terms of its rate of acquisition when paired with material of a low readability level. / Education, Faculty of / Graduate

Magister Educationis - MEd / A qualitative case study was used to investigate how learners apply a study skills guide during the teaching of mathematics content in a Grade 10 class. A great amount of research and money is continually spent focussing on improving mathematics performance throughout the world. Performance of our learners in South Africa is of concern to the government as well as educators. Researchers agree that many learners lack effective study skills, which is the reason for their poor performance in mathematics. This study intended to infuse study skills in mathematics lessons as an intervention. The study skills intervention sessions were done over a period of 6 weeks. These study skills were infused in topics of the mathematics curriculum which was done in the previous quarter of the school program. Data was collected through interviews, journal entries and a questionnaire. The interviews were done before study skills instruction while the questionnaire was administered after completion of the sessions. Journal entries were completed during the 6 week instruction period by learners. It was found that some learners used the study guide as intended whilst others did not. Furthermore there was improvement in learners' scores for the topics focused on at the end of the study compared to the scores for similar topics in a school-based test written about two months before the intervention. It is concluded that the infusion of study skills in lessons has the potential for improving achievement in high-stakes mathematics examinations.

The purpose of this study was to determine the relationship of a programmed study skills unit to the academic achievement of a selected group of eighth grade students.

Graduate

M.Ed. (Education) / Please refer to full text to view abstract

Inaug.-Diss.--Münster. / "Sonderdruck aus dem 'Archiv für die gesamte Psychologie' Bd. xvii, Hft. 3/4." Lebenslauf. "Literaturverzeichnis": p. 65.

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