Abstract
A study was performed by Kent State University's Learning Development program for the academic year 1971-72 to assess the effectiveness of the program. Four components comprised the program: study skills; reading development; academic and personal counseling; and tutoring. The participant group of 379 students received assistance in these four problem areas according to their needs. The personal interview and individual help were important techniques used in the program. The nonparticipant group consisted of 379 students randomly selected from the university and matched with the participant group for class and previous accumulative quarterly grade point average. It was hypothesized that those students who participated in the program and received assistance in at least one of the four areas would show a significant quarterly point average (QPA) gain. Several significant mean QPA differences were found for the participant group while no significant differences were found for the nonparticipant group. Results indicate a long range positive effect following initial contact with the program. The relationship between mean QPA increase and the following variables was investigated: number of study skills sessions, number of reading sessions, number of counseling sessions, total number of sessions a student was assisted, class, sex, age, and whether or not a student was tutored in a course. Although number of study skills sessions had the highest significant positive correlation with mean QPA, no single variable was found to be consistently correlated with increase in mean QPA. Individualized programming, which emphasized assisting the student in the four areas studied was successful in raising the mean quarterly grade point averages of the students in this study. AA