Publication Date

2015

Document Type

Dissertation/Thesis

First Advisor

Armstrong, Sonya L.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Literacy and Elementary Education

LCSH

Higher education||Psychology--Study and teaching (Higher)--Research||Reading (Higher education)--Study and teaching (Higher)--Research||Study skills--Study and teaching (Higher)--Research

Abstract

Institutional statistics at Midwestern University show that in some 100-level general education courses such as introductory psychology, nearly half of the students who were enrolled during the past several years failed. It can be argued that in many cases, students were either misprepared to meet course expectations or did not know how to study in those courses. The paired course model has been recognized as an effective approach for contextualizing reading and study strategy instruction, promoting immediate transfer of strategies, encouraging a sense of purpose, and equipping students with the literacies necessary for academic success.;The purpose of this qualitative action research study was to examine students' perceptions about reading and studying in introductory psychology (PSY 101) while co-enrolled in College Reading and Study Strategies (LTC 102). Analysis of observations, focus groups, interviews, and documents data showed that the biggest challenges participants experienced in PSY 101 were: keeping up with the pace of the lecture, comprehending the textbook, remembering and applying vocabulary, analyzing the syllabus, and effectively preparing for exams. Students' perceptions about their learning experiences throughout participation in the paired courses have potential implications for both the structure of introductory psychology courses and future applications of the paired course approach.

Comments

Advisors: Sonya Armstrong.||Committee members: Jodi Lampi; William Pitney; Norm Stahl.

Extent

277 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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