Date of Award
Restricted Access Thesis
Doctor of Education in Learning, Leadership, and Community
Department of Educational Leadership, Learning, and Curriculum
This study examined undergraduate students in four randomly assigned groups, Generative Reading, SQ3R (Robinson, (1946, 1970), and no intervention, and general examinations as the control, to identify which strategy was most beneficial for improving exam scores and academic self-efficacy. Findings suggest students participating in reading interventions generally perform better, although not significantly improved. Additionally, performance is better with any intervention, than no intervention. Further studies should examine format and exposure-periods to determine if Generative Reading can improve academic performance greater than other intervention.
Thomas, Pamela, "Exposure to Metacognitive Skills Improves Academic Performance: An Experimental Study of College Students' Academic Performance and Self-efficacy" (2016). Theses & Dissertations. 113.