%0 Thesis %1 matthews_comparative_2001 %A Matthews, Bryan L. %C New Castle, DE %D 2001 %K AND CURRICULUM EDUCATION, Higher, INSTRUCTION, READING %T A comparative evaluation of two academic support programs for academically at risk students at a private liberal arts college in Maryland %X This study focused on evaluating the impact of an intervention for academically underachieving college students at a small, liberal arts college in Maryland. This investigation was conducted in order to determine the effectiveness of an academic support program on students' participation, academic performance, and improved study habits. A comparative evaluation was used to fulfill the purpose of this investigation. Descriptive research methods were used to evaluate two forms of intervention, using case study methodology. Data gathering methods included self-reporting questionnaires, self-assessments, a survey, and a guided interview. Inferential statistical procedures were used to investigate the effects of the intervention on academic variables of GPAs, academic probationary status, participation in the intervention, class attendance, hours studied per week, seeking assistance from professors and advisors, and the use of academic support services. The major finding of this study was that the E-TEAM approach increased participation and promoted academic improvement. The E-TEAM participants reported improvement with their note taking and note reviewing skills, their test taking skills, their time spent studying, their study efficiency, and their class attendance.

@phdthesis{matthews_comparative_2001, abstract = {This study focused on evaluating the impact of an intervention for academically underachieving college students at a small, liberal arts college in Maryland. This investigation was conducted in order to determine the effectiveness of an academic support program on students' participation, academic performance, and improved study habits. A comparative evaluation was used to fulfill the purpose of this investigation. Descriptive research methods were used to evaluate two forms of intervention, using case study methodology. Data gathering methods included self-reporting questionnaires, self-assessments, a survey, and a guided interview. Inferential statistical procedures were used to investigate the effects of the intervention on academic variables of GPAs, academic probationary status, participation in the intervention, class attendance, hours studied per week, seeking assistance from professors and advisors, and the use of academic support services. The major finding of this study was that the E-TEAM approach increased participation and promoted academic improvement. The E-TEAM participants reported improvement with their note taking and note reviewing skills, their test taking skills, their time spent studying, their study efficiency, and their class attendance.}, added-at = {2018-06-19T15:18:45.000+0200}, address = {New Castle, DE}, author = {Matthews, Bryan L.}, biburl = {https://www.bibsonomy.org/bibtex/2c5965c56b5dbd7acdeebf276f5e3804b/prophe}, interhash = {03c9d126b050cd0a12a6b15bce3592ba}, intrahash = {c5965c56b5dbd7acdeebf276f5e3804b}, keywords = {AND CURRICULUM EDUCATION, Higher, INSTRUCTION, READING}, school = {Wilmington College}, shorttitle = {A comparative evaluation of two academic support programs for academically at risk students at a private liberal arts college in {Maryland}}, timestamp = {2018-06-19T15:18:45.000+0200}, title = {A comparative evaluation of two academic support programs for academically at risk students at a private liberal arts college in {Maryland}}, type = {Doctoral {Dissertation}}, year = 2001 }