A comparison of the effect of teacher-directed versus student-directed study skills methods on achievement of students of low socioeconomic level in ninth grade Social Studies

dc.contributor.advisorStetson, Elton G.
dc.contributor.committeeMemberFoorman, Barbara R.
dc.contributor.committeeMemberShannon, Patrick
dc.creatorZirkelbach, Thelma Ann
dc.date.accessioned2023-05-25T17:43:28Z
dc.date.available2023-05-25T17:43:28Z
dc.date.copyright1984-06-19
dc.date.issued1983
dc.description.abstractThis study examined the effect of teacher-directed and student- directed study skills methods on achievement of low socioeconomic level students in ninth grade social studies. Competent and non-competent readers were assigned to one of five treatment groups. Two groups used student-directed methods of Sentence Generation or SQ3R; two used teacher-directed methods of S4R or Guided Reading Procedure; and a control group had no study skills instruction. Effectiveness of the various methods was measured with multiple choice (fact recognition) tests and with main idea recall tests administered at the ends of individual chapters and at the end of a unit covering four chapters. The eleven teachers who participated were assigned to methods which they maintained throughout the study. All teachers were asked to spend the same amount of time on each chapter so that students in each treatment group would receive equal exposure to the various methods. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other11148647
dc.identifier.urihttps://hdl.handle.net/10657/14219
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectStudy skills
dc.subjectHigh school students--Social conditions
dc.subjectHigh school students--Economic conditions
dc.subjectSocial sciences--Study and teaching (Secondary)
dc.titleA comparison of the effect of teacher-directed versus student-directed study skills methods on achievement of students of low socioeconomic level in ninth grade Social Studies
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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