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.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
- Linguistics and Language