This study addressed the question of how a teacher might assist students to study college textbook materials in order to convert textual information into performances of the intellectual skills of a learning hierarchy. Two methods of study were compared for a single textbook chapter for which a whole series of intellectual skills were to be attained as the chapter objectives. The research was designed to determine if students using an integrated study method would perform better on the chapter test than those not using the method. Students in two intact, introductory-level classes in the human services participated in this study as part of their course work. / Students in an experimental group received pretraining in the integrated study method, using a study-method workbook and an early chapter in the text. These students then used this study method for a later chapter. The method consisted of a color-coded strategy for selective underlining of portions of text relating to the enabling and terminal objectives of a chapter learning hierarchy phrased as adjunct questions (the integrated study method). It was expected that the integrated study method would overcome the handicaps of (a) lack of congruence in sequencing between text and hierarchy, and (b) need to convert relevant textual information into intellectual skills reflected in the hierarchy. / Students in a control group received pretraining in a different study method, using a study-method workbook and an early chapter in the text. The method consisted of the use of a terminal objective as a guide to studying textual materials. These control students were provided with the same textual materials and the identically-phrased terminal objective of the hierarchy as those given to the experimental group and told to use their own study methods. They did not receive instruction and practice in the integrated study method which was given to the experimental group. / The hypothesis which was tested in this study stated that students receiving instruction and practice in the use of the integrated study would perform better than those students not receiving such instruction and practice. However, the test data failed to support the hypothesis. An analysis of covariance of the two treatment means (experimental and control) of the criterion test detected no significant difference at the 0.05 level of significance. The use of the integrated study method, thus, resulted in no observable differential effects on test performance scores. / According to statements from students, the least effective component of the integrated study method was the color-coded underlining, followed by the training workbook, the hierarchy (showing adjunct questions which represented the performance objectives in the hierarchy), the practice questions about the study method, and the adjunct questions (which represented the performance objectives in the hierarchy). Students rated adjunct questions as the most helpful component of the integrated study method. Student ratings and assessment of effectiveness of the separate components are consistent with existing literatures about the separate components. / On the basis of the encouraging factors noted when students in this experiment used adjunct questions to guide their study of textual materials, additional attention should be given to strengthening adjunct questions as a study aid for achieving performances of intellectual skills. The study aids should be congruent with the criterion test which measures the performances of those objectives. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2480. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74524 |
| Contributors | YOUNG, SARAH VARNER., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 396 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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