EFFECTIVENESS OF STUDY TECHNOLOGY
INCREASED TEST SCORES
Viggo Halling, a Danish public school teacher dissatisfied with the methods being used to teach children to read, contacted Applied Scholastics for help and discovered Study Technology. After receiving training, he began to apply Study Technology as he helped his first grade class learn to read. By second grade, all of his students were one year ahead of their grade level in reading— some two to three years ahead.
Tests results showed that 100 percent of his pupils were “confident readers,” the term applied to those in the highest reading level for their grade, exceeding the national average by 53 percent.
Teachers were trained in Study Technology over a three-week period at each of four South African primary schools. A dramatic increase in the pass rates of their students showed up six months later in the end of year exam results.
The results at Pitseng Primary School are representative of the increases at the other schools.
South Africa: Increase in exam pass rate
From 2009-2011 in Puebla, Mexico 1,300 teachers were trained and 3 public schools were adopted for full implementation of Study Technology, impacting 30,240 students.
National Test scores by students of these schools revealed improvements of up to 12 times higher than the national average, and one of the schools jumped to the highest rated school in its zone.
Math results showed the percentage of 4th & 6th grade students scoring at the Inadequate & Basic levels on the national math test decreased by 41.6% and students scoring at the Good & Excellent levels increased by 66.65%.
The principal of St. Antoine’s Elementary School, a public school in Lafayette, Louisiana had all of the school’s second grade teachers trained in the Basic Study Manual course. The California Achievement Test results for 2nd Grade Classes before and after Study Technology show a 17% increase in student achievement, from the 29th to the 46th percentile.
The school had not before scored higher than the 30th percentile.
In Brixton, England standard reading pre-tests were given to two groups of pupils. Afterwards, one group carried on their normal study assignments and the second group participated in a short 8 – 10 hour reading skills course that utilized Study Technology. Post-testing revealed that the pupils engaged in the reading course gained an average of 1.29 years of reading, while the other group showed no significant change.
INCREASED GRADUATION RATES
In 2008, after conducting faculty training in Study Technology, the Federal College of Education in Pankshin saw a dramatic rise in graduation rates among the students enrolled in the Primary Education Department. Graduation rates rose from 56.8% before implementation in 2008, and within five years had soared to 92%.
DECREASED DROP-OUT RATES
In 2015, after training every student, professor, and administrator at
Juan N. Corpus University in Bogota on a Study Technology course, the University’s drop-out rate decreased by 17.5% the first year, demonstrating a significant improvement in the institution’s educational quality and retention rates.
“I believe this learning methodology is one of the most commanding tools available to educational professionals.”
-Venetta Whitaker, Ph.D
“This is the most powerful and workable educational technology that we have ever come across. It enables people to really learn and make study a purposeful and productive activity.”
-Prof. Dr. Chandre