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Abstract
Students in a comprehensive developmental studies program (study skills course and required attendance at tutoring sessions) were compared to students enrolled in a study skills course and to a control group with regard to grade point average, faculty perceptions of academic behaviors, and faculty perceptions of behavioral changes. Students in the comprehensive program exceeded their predicted grade point average significantly more than the comparison groups, and instructors reported a greater number of positive behaviors on the part of these students in their classes. A significant correlation between grade point average and the instrument used to elicit faculty perceptions indicated the validity of this type of assessment in measuring successful academic behaviors.
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Notes on contributors
David S. Bender
Dr. David S. Bender is an Assistant Professor of Educational Psychology and Campus Registrar at the Penn State Berks-Lehigh Valley College in Reading. He has been at Penn State since 1977 teaching courses in the social foundations of education, human development, early field experiences, and educational psychology to undergraduates and graduate students. Dr. Bender started the Learning Center at the Berks Campus in 1981 and served as its director for 17 years. He has also been involved in developmental reading programs at the college level and the Student Literacy Corps sponsored by both the Pennsylvania and the U. S. Departments of Education. The author will send a copy of the questionnaire used in this study upon request. Contact the author at [email protected]. The author wishes to acknowledge the contributions of Linda Grigsby, Lisa Faranda, and Elizabeth Hawthorne in the development of the faculty questionnaire.