Learning to Learn results
… in college
University of Texas-San Antonio
Population: first-generation, primarily minority, Title IV students
The study compared one-year retention rates for first-semester freshmen enrolled in (1) Learning to Learn, (2) an Extended Orientation course or (3) No Seminar.
Students in all groups were equivalent in:
1. previous academic achievement,
2. scores on college entrance tests,
3. number and type of courses taken,
4. age, race, and sex
Logistic regression analysis showed that nearly 30% more students were retained if they enrolled in LTL vs. Extended Orientation; and students receiving “No Seminar” were retained at a higher rate than were Extended Orientation students.
One-Year Student Retention Rates
Learning to Learn (3 credits)
Extended Orientation (3 credits)
No Seminar
74% (N = 77)
47% (N = 66)
56% (N = 1354
Reference:
Ryan, M. & Glenn, P. (2007) “What Do First-Year Students Need Most: Learning Strategies Instruction or Academic Socialization?” Best Practices in College Reading and Learning. The College Reading & Learning Association
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