Learning How to Learn: A Student Success Course for At Risk Students
It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Society for Teaching and Learning in Higher Education
2017-12-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/12/ |
| _version_ | 1818789351883014144 |
|---|---|
| author | Elizabeth R. Bowering Joanne Mills Allison Merrit |
| author_facet | Elizabeth R. Bowering Joanne Mills Allison Merrit |
| author_sort | Elizabeth R. Bowering |
| collection | DOAJ |
| description | It is well known that university students with ineffective learning strategies and low motivation are at risk for
lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the
Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, selfmanagement,
and motivation. The purpose of this study was to evaluate the effectiveness of the SSC for 100
undergraduates on academic probation. From pre- to post-test, participants reported a significant increase in
cognitive strategies, study skills, and motivation as well as a significant decrease in test anxiety and
procrastination (ps < .05). Over time, participants also demonstrated a significantly improved GPA (p <
.0001). These results support the hypothesis that the SSC is an effective intervention, at least in the shortterm,
for improving learning and motivational strategies in at risk students.
Il est reconnu que les étudiants d’université dont les stratégies d’apprentissage sont inefficaces et qui ont une
faible motivation risquent de souffrir de stress et d’obtenir de mauvaises notes. Au vu des besoins de ces
étudiants, Mount St. Vincent University a mis en place un cours pour faciliter la réussite des étudiants
(Student Success Course - SSC). Il s’agit d’une intervention de 14 semaines au cours de laquelle on enseigne
des stratégies d’apprentissage, de gestion autonome et de motivation. L’objectif de cette étude est d’évaluer
l’efficacité de ce cours dans le cas de 100 étudiants de premier cycle placés en probation. Les participants ont
rapporté, avant et après le test, une augmentation significative de leurs stratégies cognitives, de leurs
compétences en matière d’apprentissage et de leur motivation, ainsi qu’une baisse importante de leur anxiété
face aux examens et de leur procrastination (ps < .05). Avec le temps, les participants ont également démontré
une augmentation de leur moyenne pondérée cumulative (p < .0001). Ces résultats soutiennent l’hypothèse
selon laquelle le cours en question représente une intervention efficace, tout au moins à court terme, pour
améliorer les stratégies d’apprentissage et de motivation chez les étudiants à risque. |
| first_indexed | 2024-12-18T14:38:11Z |
| format | Article |
| id | doaj.art-68aa1c6a2254455180b55e067c45ad02 |
| institution | Directory Open Access Journal |
| issn | 1918-2902 1918-2902 |
| language | English |
| last_indexed | 2024-12-18T14:38:11Z |
| publishDate | 2017-12-01 |
| publisher | Society for Teaching and Learning in Higher Education |
| record_format | Article |
| series | Canadian Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-68aa1c6a2254455180b55e067c45ad022022-12-21T21:04:27ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning1918-29021918-29022017-12-0183114https://doi.org/10.5206/cjsotl-rcacea.2017.3.12Learning How to Learn: A Student Success Course for At Risk StudentsElizabeth R. Bowering0Joanne Mills1Allison Merrit2Mount St. Vincent UniversityMount St. Vincent UniversityMount St. Vincent UniversityIt is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, selfmanagement, and motivation. The purpose of this study was to evaluate the effectiveness of the SSC for 100 undergraduates on academic probation. From pre- to post-test, participants reported a significant increase in cognitive strategies, study skills, and motivation as well as a significant decrease in test anxiety and procrastination (ps < .05). Over time, participants also demonstrated a significantly improved GPA (p < .0001). These results support the hypothesis that the SSC is an effective intervention, at least in the shortterm, for improving learning and motivational strategies in at risk students. Il est reconnu que les étudiants d’université dont les stratégies d’apprentissage sont inefficaces et qui ont une faible motivation risquent de souffrir de stress et d’obtenir de mauvaises notes. Au vu des besoins de ces étudiants, Mount St. Vincent University a mis en place un cours pour faciliter la réussite des étudiants (Student Success Course - SSC). Il s’agit d’une intervention de 14 semaines au cours de laquelle on enseigne des stratégies d’apprentissage, de gestion autonome et de motivation. L’objectif de cette étude est d’évaluer l’efficacité de ce cours dans le cas de 100 étudiants de premier cycle placés en probation. Les participants ont rapporté, avant et après le test, une augmentation significative de leurs stratégies cognitives, de leurs compétences en matière d’apprentissage et de leur motivation, ainsi qu’une baisse importante de leur anxiété face aux examens et de leur procrastination (ps < .05). Avec le temps, les participants ont également démontré une augmentation de leur moyenne pondérée cumulative (p < .0001). Ces résultats soutiennent l’hypothèse selon laquelle le cours en question représente une intervention efficace, tout au moins à court terme, pour améliorer les stratégies d’apprentissage et de motivation chez les étudiants à risque.https://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/12/student successlearning strategymotivationGPAacademic probation |
| spellingShingle | Elizabeth R. Bowering Joanne Mills Allison Merrit Learning How to Learn: A Student Success Course for At Risk Students Canadian Journal for the Scholarship of Teaching and Learning student success learning strategy motivation GPA academic probation |
| title | Learning How to Learn: A Student Success Course for At Risk Students |
| title_full | Learning How to Learn: A Student Success Course for At Risk Students |
| title_fullStr | Learning How to Learn: A Student Success Course for At Risk Students |
| title_full_unstemmed | Learning How to Learn: A Student Success Course for At Risk Students |
| title_short | Learning How to Learn: A Student Success Course for At Risk Students |
| title_sort | learning how to learn a student success course for at risk students |
| topic | student success learning strategy motivation GPA academic probation |
| url | https://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/12/ |
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