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Impact of a Study Skills Course on Probationary Students' Academic Performance

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The impact of a one-credit study skills course on the academic performance and retention of second-semester freshman probationary students at a state-supported university was examined. At the conclusion of the semester in which the interventions occurred, statistically significant differences were found in the dependent variables of grade point averages, academic hours attempted, and academic hours earned. Differences which favored the treatment groups were also apparent one and two years later. Retention data favored the treatment group.
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Document Type: Research Article

Publication date: January 1, 1990

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  • The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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