Study Factors and Their Impact on Military School Performance Measures
Abstract
A 16-dimension survey to assess study skills was designed and administered to 705 students enrolled in five Navy schools. After revision based on reliability analyses, validity analyses were performed at two of the schools by correlating survey responses with test performance measures. At one school, correlations indicated that those students who were more competitive or motivated, had higher concentration or memorization skills, or asked more questions performed significantly better on the most difficult tests in the school. At the second school, using partial correlations to control for student ability, study factors reliably predicted test performance irrespective of student ability. Multiple regression coefficients of .618 and .379 supported the independent contribution of several study factors to test performance. Selected study skill training resources used by the military are identified, and functional research directions are described. Many Navy enlisted 'A' schools have traditionally encountered small groups of students in each class who have experienced academic difficulties. That is not surprising given that similar problems are being reported by colleges and employers. In order to understand the dynamics of academic performance, research was initiated into student attitudes, behaviors and other study factors that may influence their academic achievement.
Document Details
- Document Type
- Technical Report
- Publication Date
- Mar 01, 1992
- Accession Number
- ADA248310
Entities
People
- Barbara A. Morris
- George E. Seymour
- Josephine M. Randel
- Ray E. Main