Education and Human Sciences, College of (CEHS)


Date of this Version



A Thesis Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Educational Psychology, Under the Supervision of Professor Kenneth A. Kiewra. Lincoln, Nebraska: December, 2012

Copyright (c) 2012 Sarah C. Kasson


One hundred thirty-eight college students participated in a study comparing the SOAR (Select, Organize, Association, Regulate) and SQ3R (Survey, Question, Read, Recite, Review) study systems to each other and to students’ preferred study methods. Though both systems have been researched independently, just one other study has compared these study systems to each other. College students were assigned randomly to one cell of a 2x2 factorial design (method: SOAR or SQ3R; material: supplement or no supplement) or to a preferred-study-method control group. Groups were trained in their respective system (SOAR, SQ3R, or control) and then given materials about educational measurement to study. During the study period, half of SOAR and SQ3R trained students were given a study supplement that matched their training method. The other halves and the control group were not given supplements. Following the study period, participants were tested on the educational measurement material with respect to fact, relationship, concept, and skill learning. Finally, all participants completed an attitudinal survey regarding their experiences. Achievement results showed no main or interactive effects for method or material and no mean differences among the three study methods (SOAR, SQ3R, and control). Results from the attitude survey revealed that students trained in SQ3R felt more prepared to study than those who received SOAR or control training.

Adviser: Kenneth A. Kiewra