The purpose of this exploratory investigation was to ascertain if a study-skills program implemented during a study hall in a Southern New Jersey high school might improve the study skills of students who voluntarily participate. At the outset of the study, students were surveyed in order to gauge their perceptions of their own academic study skills. The same survey was administered at the conclusion of the study in order to determine if study-skills growth and improvement had occurred. Information derived from the survey was used to assess the overall effectiveness of the study-skills program. The survey consisted of twenty-five questions related to study skills and a written narrative. The actual survey itself is included in Appendix B.
Initial survey results showed that students rated themselves lowest in the areas of study habits, self regulation, and test anxiety. Time management, motivation, and homework were also areas of concern. Initial survey results indicated that providing students with instruction in study skills and strategies for self-organization, specifically reading strategies and note-taking skills, proved to be most fruitful areas for improvement. Implications for the feasibility and effectiveness of future study-skills programs are also discussed.
","abstract_html":"<p>The purpose of this exploratory investigation was to ascertain if a study-skills program implemented during a study hall in a Southern New Jersey high school might improve the study skills of students who voluntarily participate. At the outset of the study, students were surveyed in order to gauge their perceptions of their own academic study skills. The same survey was administered at the conclusion of the study in order to determine if study-skills growth and improvement had occurred. Information derived from the survey was used to assess the overall effectiveness of the study-skills program. The survey consisted of twenty-five questions related to study skills and a written narrative. The actual survey itself is included in Appendix B.</p> <p>Initial survey results showed that students rated themselves lowest in the areas of study habits, self regulation, and test anxiety. Time management, motivation, and homework were also areas of concern. Initial survey results indicated that providing students with instruction in study skills and strategies for self-organization, specifically reading strategies and note-taking skills, proved to be most fruitful areas for improvement. Implications for the feasibility and effectiveness of future study-skills programs are also discussed.</p>","abstract_has_math":false,"creators":["Ritson, Margaret R."],"institution":null,"degree_name":"M.A. in Educational Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Hurley, Dennis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05-05T07:00:00Z","date_published":"2004-05-05T07:00:00Z","updated_at":"2026-07-24T04:14:04Z","subjects":["Education, Secondary--Activity programs; Study skills","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1224","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hurley, Dennis"]},{"key":"dc:creator","label":"Author","values":["Ritson, Margaret R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-27T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Educational Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Secondary--Activity programs; Study skills","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1224"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this exploratory investigation was to ascertain if a study-skills program implemented during a study hall in a Southern New Jersey high school might improve the study skills of students who voluntarily participate. At the outset of the study, students were surveyed in order to gauge their perceptions of their own academic study skills. The same survey was administered at the conclusion of the study in order to determine if study-skills growth and improvement had occurred. Information derived from the survey was used to assess the overall effectiveness of the study-skills program. The survey consisted of twenty-five questions related to study skills and a written narrative. The actual survey itself is included in Appendix B.
Initial survey results showed that students rated themselves lowest in the areas of study habits, self regulation, and test anxiety. Time management, motivation, and homework were also areas of concern. Initial survey results indicated that providing students with instruction in study skills and strategies for self-organization, specifically reading strategies and note-taking skills, proved to be most fruitful areas for improvement. Implications for the feasibility and effectiveness of future study-skills programs are also discussed.
"]},{"key":"dc:title","label":"Title","values":["Implementing a study skills program in secondary school: what needs to be done?"]}]}],"canonical_facts":{"dc:contributor":["Hurley, Dennis"],"dc:creator":["Ritson, Margaret R."],"dc:date.available":["2016-04-27T07:00:00Z"],"dc:description.abstract":["The purpose of this exploratory investigation was to ascertain if a study-skills program implemented during a study hall in a Southern New Jersey high school might improve the study skills of students who voluntarily participate. At the outset of the study, students were surveyed in order to gauge their perceptions of their own academic study skills. The same survey was administered at the conclusion of the study in order to determine if study-skills growth and improvement had occurred. Information derived from the survey was used to assess the overall effectiveness of the study-skills program. The survey consisted of twenty-five questions related to study skills and a written narrative. The actual survey itself is included in Appendix B.
Initial survey results showed that students rated themselves lowest in the areas of study habits, self regulation, and test anxiety. Time management, motivation, and homework were also areas of concern. Initial survey results indicated that providing students with instruction in study skills and strategies for self-organization, specifically reading strategies and note-taking skills, proved to be most fruitful areas for improvement. Implications for the feasibility and effectiveness of future study-skills programs are also discussed.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1224"],"dc:subject":["Education, Secondary--Activity programs; Study skills","Elementary and Middle and Secondary Education Administration"],"dc:title":["Implementing a study skills program in secondary school: what needs to be done?"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Educational Administration"]},"updated_at":"2026-07-24T04:14:04Z"}