Effectiveness of an Intensive Learning Skills Course for University Students on Restricted Enrolment

Abstract

Prior to the commencement of the 1994 academic year, University of Auckland students who had failed one-half or more of their papers in the previous year were invited to attend a four-day intensive learning skills course conducted by the Student Learning Centre of the University. The course covered various topics such as effective time management and study organisation, preparing for and taking tests and exams, memory and concentration, and writing skills. A total of 74 students attended the course. After final examinations, the results of these students were analysed. As a group these students significantly improved on their previous year's pass rates. Furthermore, their pass rates were significantly better than those of a randomly selected group of students who were in a similar situation with regard to their previous year's academic performance, but who did not attend the course.

Academic, Motivational, and Emotional Problems Identified by College Students in Academic Jeopardy

“…Finally, Thombs (1995) reported that poor time management was one of the best discriminators for distinguishing between probationary and nonprobationary students. Along with the results of these investigations, our findings support the development of holistic interventions (e.g., Coleman & Freedman, 1996;Manalo et al, 1996;Wlazelek & Coulter, 1999) that address not only traditional study skills, but also time management, procrastination, stress management, and self-monitoring of academic and emotional problems. Our findings also affirm the importance of the time management and personal development components of the CRP curriculum at RIT.…”

“…An institution may respond to a student's probation by sending the student a notification letter stating the consequences of remaining on probation and identifying campus resources that may enable the student to improve her performance. However, many institutions have developed more intrusive interventions to increase the likelihood that probationary students will return to good standing (see reports of representative programs in Abelman & Molina, 2001;Austin et al, 1997;Coleman & Freedman, 1996;Garnett, 1990;Kirk-Kuwaye & Nishida, 1995;Manalo, Wong-Toi, & Henning, 1996;Ramirez & Evans, 1988;and Wlazelek & Coulter, 1999). "Intrusive" interventions bring students into face-to-face contact with professional or faculty advisors and include instruction and activities designed to improve not only such traditional study skills as note-and test-taking, but also time management, goal setting, help seeking, communication abilities, and so forth.…”

“…"Intrusive" interventions bring students into face-to-face contact with professional or faculty advisors and include instruction and activities designed to improve not only such traditional study skills as note-and test-taking, but also time management, goal setting, help seeking, communication abilities, and so forth. Typically, these activities occur either in workshop sessions immediately prior to the probationary semester (e.g., Austin et al, 1997;Manalo et al, 1996), or in ongoing meetings with student development professionals throughout the semester (e.g., Coleman & Freedman, 1996;Ramirez & Evans, 1988).…”

Students and Learning Advisors connecting? Does our practice affect student retention and success?

“…Many of these studies have considered the effect of individual study skills programmes (Henning & Manalo, 2012;Manalo, Marshall & Fraser, 2009;Manalo, Wong-Toi & Henning, 1996), and the effect of tertiary preparatory courses (Manalo, 2006). This study supplements the 'hard' quantitative evidence that has been produced from these studies and answers the question that Acheson talks of in her paper, i.e.…”

Evaluating Students on Probation and Determining Intervention Strategies: A Comparison of Probation and Good Standing Students

“…Intervention strategies such as group intervention (Coleman & Freedman, 1996), individual career advisor/counselor sessions (Glennen, 1976;Hamilton, 1994), study skills courses (Lipsky & Ender, 1990;Manalo, Wong-Toi, & Henning, 1996), money management and goal setting classes (Coleman & Freedman, 1996;Miller & Sonner, 1996), social competence skills building courses (Coleman & Freedman, 1996), and intepersonal problem solving training (Coleman & Freedman, 1996) have been found to be successful. Kirschenbaum and Perri (1982) examined literature on academic competence in adults and concluded that a structured and planned intervention where students perceive themselves as being in control was beneficial to a successful program.…”