CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Examining the Relationship between Student Learning and Persistence

Tác giả

Hu S.; McCormick A.C.; Gonyea R.M.

Năm xuất bản

2012

Source title

Innovative Higher Education

Số trích dẫn

DOI

10.1007/s10755-011-9209-5

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867702861&doi=10.1007%2fs10755-011-9209-5&partnerID=40&md5=1581279a80ea5a02d772e57687177cbb

Tóm tắt

Using data from the 2006 cohort of the Wabash National Study of Liberal Arts Education, we examined the relationships between three approaches to measuring student learning outcomes (direct-assessment learning gains, self-reported gains, and college grades) and student persistence from the first to second year. Results from a series of logistic regressions indicated that students' grade-point averages had the largest explanatory power in student persistence, followed by self-reported gains. Direct-assessment learning gains had the least power in explaining persistence. The findings have implications for the national conversation on student success in college. © 2011 Springer Science+Business Media, LLC.

Từ khóa

College outcomes; Persistence; Student learning

Tài liệu tham khảo

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