{"id":{"repo_id":"usd-thes","oai_identifier":"oai:digital.sandiego.edu:dissertations-1567"},"canonical_url":"https://search.dev.ndltd.org/etd/usd-thes/oai:digital.sandiego.edu:dissertations-1567","repository":{"repo_id":"usd-thes","name":"University of San Diego","base_url":"https://digital.sandiego.edu/do/oai/"},"display":{"title":"The Impact of an Integrated Study Skills Program on University of La Verne Adult Undergraduates at Vandenberg Air Force Base and Naval Air Station North Island","abstract":"The Problem: There have been a number of recent attempts to provide unique educational opportunities in learning strategies and study skills for adult students. A difficulty in removing the student from the classroom to provide this specialized training is that many students are unable to transfer the acquired skills back into a variety of different contexts. A second problem is removing faculty from the ongoing class and educating them in workshops that address learning strategies and study skills. Many faculty find it difficult to incorporate these skills while meeting the demands of fulfilling course content objectives. The Research: The purpose of this study was to assess the impact of an integrated study skills program on adult undergraduates attending courses through the University of La Verne at Vandenberg Air Force Base (VAFB) and Naval Air Station North Island (NASNI). The study attempted to discover whether three methodologies of an integrated study skills program differed on affective behavioral outcomes of intact groups. Data from a preliminary survey, Learning and Study Strategies Inventory (LASSI) and exit survey were analyzed suing a variety of statistical measures: frequency counts, multivariate analysis and qualitative interpretation. The Results: The academic self-concepts, or how one views oneself as a student, of business students were significantly higher than non-business students in Time Management, Information Processing, use of Support Aids, Self Testing, Motivation and Concentration in treatment groups A and B. Non-business students improved over business students in the control group. Students liked having the opportunity to sample learning strategies and study skills, but were divided on whether to have a film presentation or an instructor-led group. Faculty expressed an interest in students being exposed to learning strategies and study skills, but some faculty were concerned about integrating the study skills program into course curriculum.","abstract_html":"The Problem: There have been a number of recent attempts to provide unique educational opportunities in learning strategies and study skills for adult students. A difficulty in removing the student from the classroom to provide this specialized training is that many students are unable to transfer the acquired skills back into a variety of different contexts. A second problem is removing faculty from the ongoing class and educating them in workshops that address learning strategies and study skills. Many faculty find it difficult to incorporate these skills while meeting the demands of fulfilling course content objectives. The Research: The purpose of this study was to assess the impact of an integrated study skills program on adult undergraduates attending courses through the University of La Verne at Vandenberg Air Force Base (VAFB) and Naval Air Station North Island (NASNI). The study attempted to discover whether three methodologies of an integrated study skills program differed on affective behavioral outcomes of intact groups. Data from a preliminary survey, Learning and Study Strategies Inventory (LASSI) and exit survey were analyzed suing a variety of statistical measures: frequency counts, multivariate analysis and qualitative interpretation. The Results: The academic self-concepts, or how one views oneself as a student, of business students were significantly higher than non-business students in Time Management, Information Processing, use of Support Aids, Self Testing, Motivation and Concentration in treatment groups A and B. Non-business students improved over business students in the control group. Students liked having the opportunity to sample learning strategies and study skills, but were divided on whether to have a film presentation or an instructor-led group. Faculty expressed an interest in students being exposed to learning strategies and study skills, but some faculty were concerned about integrating the study skills program into course curriculum.","abstract_has_math":false,"creators":["Priest, Pamela, EdD"],"institution":null,"degree_name":"EdD Doctor of Education","degree_level":"Dissertation: Open Access","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1991,"date_issued":"1991-07-01T07:00:00Z","date_published":"1991-07-01T07:00:00Z","updated_at":"2026-07-24T05:41:35Z","subjects":["adult undergraduates","behavioral outcomes","integrated study skills program","Naval Air Station North Island (Coronado","CA)","University of La Verne (La Verne","Vandenberg Air Force Base (Vandenberg","Leadership Studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/562","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Priest, Pamela, EdD"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-07-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["adult undergraduates","behavioral outcomes","integrated study skills program","Naval Air Station North Island (Coronado","CA)","University of La Verne (La Verne","Vandenberg Air Force Base (Vandenberg","Leadership Studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/562"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Problem: There have been a number of recent attempts to provide unique educational opportunities in learning strategies and study skills for adult students. A difficulty in removing the student from the classroom to provide this specialized training is that many students are unable to transfer the acquired skills back into a variety of different contexts. A second problem is removing faculty from the ongoing class and educating them in workshops that address learning strategies and study skills. Many faculty find it difficult to incorporate these skills while meeting the demands of fulfilling course content objectives. The Research: The purpose of this study was to assess the impact of an integrated study skills program on adult undergraduates attending courses through the University of La Verne at Vandenberg Air Force Base (VAFB) and Naval Air Station North Island (NASNI). The study attempted to discover whether three methodologies of an integrated study skills program differed on affective behavioral outcomes of intact groups. Data from a preliminary survey, Learning and Study Strategies Inventory (LASSI) and exit survey were analyzed suing a variety of statistical measures: frequency counts, multivariate analysis and qualitative interpretation. The Results: The academic self-concepts, or how one views oneself as a student, of business students were significantly higher than non-business students in Time Management, Information Processing, use of Support Aids, Self Testing, Motivation and Concentration in treatment groups A and B. Non-business students improved over business students in the control group. Students liked having the opportunity to sample learning strategies and study skills, but were divided on whether to have a film presentation or an instructor-led group. Faculty expressed an interest in students being exposed to learning strategies and study skills, but some faculty were concerned about integrating the study skills program into course curriculum."]},{"key":"dc:title","label":"Title","values":["The Impact of an Integrated Study Skills Program on University of La Verne Adult Undergraduates at Vandenberg Air Force Base and Naval Air Station North Island"]}]}],"canonical_facts":{"dc:creator":["Priest, Pamela, EdD"],"dc:date.available":["2021-07-30T07:00:00Z"],"dc:description.abstract":["The Problem: There have been a number of recent attempts to provide unique educational opportunities in learning strategies and study skills for adult students. A difficulty in removing the student from the classroom to provide this specialized training is that many students are unable to transfer the acquired skills back into a variety of different contexts. A second problem is removing faculty from the ongoing class and educating them in workshops that address learning strategies and study skills. Many faculty find it difficult to incorporate these skills while meeting the demands of fulfilling course content objectives. The Research: The purpose of this study was to assess the impact of an integrated study skills program on adult undergraduates attending courses through the University of La Verne at Vandenberg Air Force Base (VAFB) and Naval Air Station North Island (NASNI). The study attempted to discover whether three methodologies of an integrated study skills program differed on affective behavioral outcomes of intact groups. Data from a preliminary survey, Learning and Study Strategies Inventory (LASSI) and exit survey were analyzed suing a variety of statistical measures: frequency counts, multivariate analysis and qualitative interpretation. The Results: The academic self-concepts, or how one views oneself as a student, of business students were significantly higher than non-business students in Time Management, Information Processing, use of Support Aids, Self Testing, Motivation and Concentration in treatment groups A and B. Non-business students improved over business students in the control group. Students liked having the opportunity to sample learning strategies and study skills, but were divided on whether to have a film presentation or an instructor-led group. Faculty expressed an interest in students being exposed to learning strategies and study skills, but some faculty were concerned about integrating the study skills program into course curriculum."],"dc:identifier":["https://digital.sandiego.edu/dissertations/562"],"dc:subject":["adult undergraduates","behavioral outcomes","integrated study skills program","Naval Air Station North Island (Coronado","CA)","University of La Verne (La Verne","Vandenberg Air Force Base (Vandenberg","Leadership Studies"],"dc:title":["The Impact of an Integrated Study Skills Program on University of La Verne Adult Undergraduates at Vandenberg Air Force Base and Naval Air Station North Island"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["EdD Doctor of Education"]},"updated_at":"2026-07-24T05:41:35Z"}