Abstract
AbstractEighty students who were given study technique guides, took quizzes, and participated in class discussions were matched with 80 students who were not exposed to these aids and activities. Subjects were matched on sex, college status, race, and mental ability and reading test scores. Each group responded to the Survey of Study Habits and Attitudes three times during the semester. Trend analytical results showed significant (a) difference on Teacher Approval scale, with the experimental group scoring higher, (b) differences on five scales over trials reflecting upward shifts, and (c) differences on five scales on interactions displaying reverse patterns of perceptions on study habits by the two groups. Analysis of the semester grade-point averages showed no significant differences between the groups.
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