Title

Teaching Study Skills to College Students Using Checklist Training and Feedback

Lead Author Major

Psychology

Lead Author Status

Senior

Second Author Major

Psychology

Second Author Status

Senior

Format

Poster Presentation

Faculty Mentor Name

Corey Stocco

Faculty Mentor Department

Psychology

Graduate Student Mentor Name

Sarah Kong

Graduate Student Mentor Department

Psychology

Abstract/Artist Statement

Deficits in the study skills of college students can lead to lower academic performance or even disqualification. Although behavior analytic research has evaluated methods for teaching, structuring in-class notes, increasing attendance, and improving participation, no studies have evaluated methods for improving independent studying outside of the classroom using a single-case design. We evaluated the effects of a study skills training package using a multiple probe design across skills with college students. Sessions took place in a room arranged to emulate the typical study space found in a dorm or library. During sessions, participants were given a 3–6 page reading from a textbook on research methods and statistics. We modified the readings to equate the number of headings, subheadings, paragraphs, and bolded terms. Using a combination of a checklist with picture models and performance feedback, we taught college students how to set up their study environments, take notes, and study their notes by writing answers to study questions. Some participants received instructions to check items off of the checklist as they completed them. As a supplemental measure, we probed quiz performance during baseline and after a participant mastered each skill. To date, results have shown checklist training to improve in targeted study skills for all five participants. Explicit instructions to check items off of the checklist has improved performance for two of the participants after checklist training, and produced high levels of performance when implemented at the beginning of training for one participant. Results suggest that a universal training package may not account for individual differences between students. Some college students might require explicit training to engage in effective study skills. These results highlight the importance of a single-case approach to addressing variations between subjects.

Location

Virtual

Start Date

25-4-2020 1:00 PM

End Date

25-4-2020 3:00 PM

This document is currently not available here.

Share

COinS
 
Apr 25th, 1:00 PM Apr 25th, 3:00 PM

Teaching Study Skills to College Students Using Checklist Training and Feedback

Virtual

Deficits in the study skills of college students can lead to lower academic performance or even disqualification. Although behavior analytic research has evaluated methods for teaching, structuring in-class notes, increasing attendance, and improving participation, no studies have evaluated methods for improving independent studying outside of the classroom using a single-case design. We evaluated the effects of a study skills training package using a multiple probe design across skills with college students. Sessions took place in a room arranged to emulate the typical study space found in a dorm or library. During sessions, participants were given a 3–6 page reading from a textbook on research methods and statistics. We modified the readings to equate the number of headings, subheadings, paragraphs, and bolded terms. Using a combination of a checklist with picture models and performance feedback, we taught college students how to set up their study environments, take notes, and study their notes by writing answers to study questions. Some participants received instructions to check items off of the checklist as they completed them. As a supplemental measure, we probed quiz performance during baseline and after a participant mastered each skill. To date, results have shown checklist training to improve in targeted study skills for all five participants. Explicit instructions to check items off of the checklist has improved performance for two of the participants after checklist training, and produced high levels of performance when implemented at the beginning of training for one participant. Results suggest that a universal training package may not account for individual differences between students. Some college students might require explicit training to engage in effective study skills. These results highlight the importance of a single-case approach to addressing variations between subjects.