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Abstract

The influence of computer-based study skills training on the academic performance of first year chemical engineering students was investigated. Students were randomly assigned to a treatment group that used R.E.S.U.L.T.S.© study skills software and a comparison group that did not use the software. Pre-university and first-term university academic performance measures of these groups were compared. Student goals, use of time, self assessments, and feedback were also examined. Although improvements in post-treatment performance were observed, pre-treatment group differences were also found to exist. Despite this limitation, the findings provide useful insights concerning what helps students learn. They also raise questions for future research.

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Computer-Based Study Skills Training: The Role of Technology in Improving Performance and Retention

Abstract

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