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  • Abstract. This study investigated whether a reflective journal writing assignment would improve students' course performance. A total of 166 students from undergraduate sections of a course taught by the same instructor over three semesters completed the assignment as part of their requirements. Students (N = 317) from five previous semesters of the same course taught by the same instructor, who were not required to complete the assignment, served as a comparison group. Intervention and comparison groups were comparable on a variety of variables including all assignments, excepting the journal assignment. The findings are interpreted within the context of factors such as students' study habits and motivation. © 2006, Copyright Taylor & Francis Group, LLC.

Last update from database: 3/13/26, 4:15 PM (UTC)

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