New York College Learning Skills Association

RTDE Issue Contents

Research and Teaching
in Developmental Education

Volume 17, Issue 1, Fall 2000

A Beneficial Self-Monitoring Activity for Developmental Students
By Thomas Brothen and Cathrine Wambach, General College University of Minnesota

Abstract

In this study, we report an evaluation of a self-monitoring form on which developmental students in a general psychology course were encouraged to record their course work progress. We did the study in a course taught through computer-assisted mastery learning. We used step-wise multiple regression analysis to compare the effect of this activity with college aptitude, high school grades, and studying for the final exam on final grade. Our analysis suggests that if educators who work with developmental students want them to be more self-regulating and perform better academically, they should develop such forms for students to use in their classes or help them create their own forms to monitor their course performance systematically.