A STUDY ON THE EFFECT OF TREATMENTS ON TARGET BEHAVIORS DESIGNED TO FACILITATE IMPROVED ACADEMIC PERFORMANCE
Abstract
The purpose of this study was to examine the effects of treatments designed to influence subjects' academic performance as measured by semester grade point average. Treatment interventions were targeted on developing either good study habits and attitudes or developing a more positive self-concept. The sample consisted of 75 volunteer subjects. The subjects were all male and were members of fraternities at a large mid-western university. The subjects were assigned randomly to one of two experimental groups or a control group. The numbers assigned to each group and completing this research project were as follows: Subjects in Experimental Group A-1 (Cognitive Treatment), 25; Subjects in Experimental Group A-2 (Affective Treatment), 22 and Subjects assigned to the Control Group, 28. The Brown-Holtzman Survey of Study Habits and Attitudes and the Tennessee Self-Concept Scale were administered to all subjects. The treatments for both experimental groups lasted for seven weeks. Each of the treatment groups met for a period of between 90 to 120 minutes each week. The subjects in the control group did not meet and were given no treatment. At the end of seven weeks the Brown-Holtzman Survey of Study Habits and Attitudes and the Tennessee Self-Conept Scale were again administered to all subjects. The subjects in the Study Skills (Cognitive Treatment) Group received approximately 12 hours of study skills information and advice. The subjects in the Self-Concept (Affective Treatment) Group received approximately 12 hours of treatment designed to improve self-concept. The groups were led by female graduate students who had had previous experience both in teaching and working with groups. The research methodology was completed in a pre-post format. The dependent measures were the subjects' semester grade point average, the subjects' scores on the Brown-Holtzman Survey of Study Habits and Attitudes and the subjects' Tennessee Self-Concept Scale total P scores. A one way analysis of variance, conducted on the pretreatment means of the dependent variables for all subjects established that there were no statistically significant differences between the groups prior to treatment. A series of analysis of variance was conducted on the post treatment data to test the major null hypotheses of this study. These hypotheses stated that neither one of two treatments would bring about statistically significant changes in subjects' scores on identified dependent variables. The outcome of the analysis of the data was that none of the major null hypotheses was rejected. There were no statistically significant difference on the pre-post scores of the dependent variables used in this study when examined against the parameters of the hypotheses of the study. However, there were statistically significant interaction effects where none was anticipated. Subjects working with Leader 1, especially when under the conditions of Treatment 1, produced significant trends towards improvement on two of the three dependent variables. This finding that, regardless of treatment, all subjects working with Leader 1 showed a significant trend towards improvement on two of the three dependent variables being measured in this study, brings into focus the question of the influence of leader rather than the influence of treatment per se on subjects participating in experimental research. It also raises the additional questions of leader investment and commitment to the research; leader training; leader understanding of and quality of presentation of the materials.
Degree
Ph.D.
Subject Area
Academic guidance counseling
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.