The purpose of this study was to investigate the relationship between the use of appropriate study strategies and test scores on three different content area exams. The subjects were 37 students enrolled in an upper level college reading course who had been taught to use and apply a variety of effective study strategies. Prior to receiving test results, subjects were asked to write out in detail how they prepared for each exam. Responses were coded as positive or negative, and a composite score of the positive minus the negative behaviors was also computed. The behavior scores were then correlated with test scores. The results indicated a high correlation between the use of positive strategies and test performance. Implications of the findings as well as recommendations for further research are discussed.
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