Education Commons^™

Effects Of Feedback And Incentives On The Use Of Academic Skills, Jose E. Candia

Masters Theses

This research investigates the notion that the combination of feedback and incentives are essential components for the maintenance of effective academic skills with undergraduate students on academic probation. This notion is in contradiction to the assumption underlying remedial activities in most universities, where it is assumed that once the students have acquired the skills through workshops or texts they will continue to use them.

The use of the academic skills of lecture note-taking, comprehensive reading, and critical reading was studied with three undergraduate students. That use was measured prior to the intervention, during workshops of training, when feedback alone was …

Gender And Assumptions Underpinning Research Among Doctoral Students, Eileen F. Stryker

Dissertations

The doctoral experiences of women and men are distinguishable and different. Studies of these differences have not considered the relationship of gender to the content of the curriculum. Learning to conduct scientific research is central to doctoral study. Widely held notions of what constitutes legitimate science are challenged by those who study the relationship between gender and science. They suggest that the predominant view of science is based on a set of ontological and epistemological assumptions which are incompatible with women's experiences. Empirical studies in the psychology of science suggest that assumptions underpinning research are associated with gender and with …

An Analysis Of Selected Factors Related To Predicting The Academic Success Of Black Students Attending Predominantly White Colleges, John Hair

Dissertations

In this study an analysis was conducted of the ways in which selected cognitive and demographic factors predicted whether black students were academically successful at a predominantly white (a) two year private business college, (b) two year public community college, and (c) public undergraduate/graduate university. The academic achievement of 266 black students enrolled between the fall terms of 1983-84 and 1984-85 were analyzed using analysis of variance techniques. The dependent variable was cumulative college GPA and the independent variables were (a) high school GPA, (b) college assessment tests, (c) sex, (d) type of curriculum enrolled in, (e) remedial course(s) taken, …