DOCUMENT RESUME

This study examined instructional practices previously found to have improved student academic performance, the extent to which undergraduate students preferred these practices, how often they occurred in the classroom, and the relationship of these practices to grade point averages, motivation, educational preparation, and retention. A survey was developed that listed 38 instructional practices related to lectures, examinations, reading assignments, writing projects, quantitative assignments, and other general classroom practices. Students (n.204) were asked to indicate how much they preferred each practice and how often they experienced each. Findings indicated: (1) the instructional practices most preferred by students were clear directions/format for their writing assignments, feedback on their writing, and feedback on why test answers were right/wrong; (2) more successful students were more likely to prefer prompt return of tests, required attendance, lectures broken up with othe