Effects of Teaching Organizational Strategies.

Based on a review of educational research and informal teacher inquiry suggesting that students could benefit from instruction to improve organizational skills, this action research project examined the effects of teaching selected organizational skills on the study habits and achievement of third and ninth graders. Participating in the study were 44 third graders from 2 classes (including 6 students with learning disabilities and 1 enrolled in the gifted program) and 24 honor level ninth graders from 2 middle class communities in northern Illinois. Student problems with organizational skills were documented by means of teacher and student surveys and observational checklists. The 3-month intervention was comprised of instruction on effective listening skills, time and material management, note-taking strategies, and metacognitive journaling incorporated into the regular classroom curriculum. Target behaviors included turning work in on time, gathering materials, following procedures, presenting finished work, and maintaining condition of materials. Post-intervention data indicated an improvement in organizational skills in the selected target areas, which suggested a possible improvement in study habits and student achievement. One exception was that ninth graders did not involve parents in checking their homework, even after intervention. Parents noted a 65 percent increase in the amount of time their child spent studying in the 9 weeks following the implementation period. Evidence of improved organizational skills was found in checklists detailing observation of student on-task behavior and surveys completed by teachers, parents, and students. (Fourteen appendices include data collection instruments, permission forms, and sample materials. Contains 13 references.) (KB)