The Effects of the Reading-Study Strategy PLAN on Quarter Grades of Ninth Grade Students Enrolled in the Integrated Pathway Social Studies Class
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The purpose of the study was to evaluate the effect of the reading-study strategy PLAN on quarter grades of the ninth-grade students enrolled in the Afternoon Integrated Pathway Social Studies class at a small mid-western Illinois high school who have used the strategy voluntarily and independent of the teacher. All students enrolled in the social studies class were exposed to the intervention, the reading-study strategy PLAN, for three consecutive units. Upon the completion of the three units, the students were then able to choose between using the reading-study strategy or returning to the traditional method of study. At the end of the second quarter, the students were asked to answer questions stating whether or not they had continued to use the reading-study strategy PLAN when it was not required and to state what classes they continued to use it in. the study consisted of 58 students, 13 chose to use the reading-study strategy PLAN. There was a 47% decrease in student grade achievement of the students who did not use the reading-study strategy PLAN. However, those who did use the reading-study strategy PLAN showed an increase of 85%, though it was not statistically significant.
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