Joint determination of college student achievement and effort: Implications for college teaching

Erekson, O. Homer

doi:10.1007/bf00973765

Cited by 12 publications

(4 citation statements)

References 10 publications

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“…Astin (1993) reported that the quantity of time spent studying and doing homework had significant effects on more than twothirds of their 82 outcome measures, such as retention, graduating with honors, enrollment in graduate school, standardized test scores, and all self-reported increases in cognitive and affective skills. However, others have questioned whether or not the amount of student preparation or study influences certain aspects of student's performance (Erekson, 1992;Schuman, Walsh, Olson, & Etheridge, 1985). These and other studies (e.g., Britton & Tesser, 1991;Lahmers & Zulauf, 2000) question a simple or direct relationship between student effort and their performance or grades, but do not negate the influence of student effort, possibly interacting with other variables, on forms of learning.…”

Section: Academic Challenge and Related Issuesmentioning

confidence: 96%

Evaluating Academic Challenge Beyond the NSSE

Payne¹,

Kleine²,

Purcell³

et al. 2005

Innov High Educ

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The authors investigated student and faculty perceptions of academic challenge at their institution, based on early administrations of the National Survey of Student Engagement (NSSE). This analysis revealed that the NSSE did not fully capture many meanings of academic challenge held by these faculty and students. This study led to a proposal for the development of an internal assessment approach using a modification of the NSSE and other scale items on academic challenge and student engagement. The authors discuss several implications of this study for academic scholarship and for institutional policy concerning the assessment of academic challenge.KEY WORDS: assessment; National Survey of Student Engagement; academic challenge.State legislators, accrediting bodies, employers, parents, and faculty members continue to comment concerning the imperative of highquality learning outcomes for college students. Institutions of higher learning obviously confront these stakeholder expectations and try to demonstrate their commitment to assessing and improving student learning outcomes. As do other institutions, Georgia College & State University (GC&SU) continues to formulate strategic plans related to learning outcomes for students.GC&SU received a new mission in the late 1990s as the public liberal arts institution of Georgia, and the institution has noted significant increases over the last 5 years in its entering students' SAT scores. The average SAT for freshmen increased from 975 for Fall 1996 to 1,089 for Fall 2003. Evidence of increases in other outcomes

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Section: Academic Challenge and Related Issuesmentioning

confidence: 96%

Evaluating Academic Challenge Beyond the NSSE

Payne¹,

Kleine²,

Purcell³

et al. 2005

Innov High Educ

View full text Add to dashboard Cite

show abstract

“…A large body of literature exists, and much of it reveals that Black and Latino students often have significantly lower performance than other ethnicities, particularly White and Asian students (Bembenutty, 2007;Erekson, 1992;Guerrero, 2000;Threadgill, 2005). Some studies, however, show no significant differences among different ethnic groups (Moumouris, 1997;Pedersen, 2004;Sucui, 1991).…”

Section: Ethnicitymentioning

confidence: 97%

Academic Performance, Age, Gender, and Ethnicity in Online Courses Delivered by Two-Year Colleges

Jost

Rude-Parkins

Githens

2012

Community College Journal of Research and Practice

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This study investigated the effects the demographic variables age, gender, and ethnicity and their interactions had on academic performance in online courses delivered by public two-year colleges in Kentucky. The study controlled for previous academic performance measured by cumulative grade point average (GPA). The study used a random sample (N ¼ 320) of all students who had enrolled in at least one online course delivered by the institutions of the Kentucky Community and Technical College System in the spring 2008 semester. A linear hierarchical multiple regression acting as ANCOVA served as the main analysis, with the order entry as follows: cumulative GPA; independent variables (age, gender, ethnicity); interaction vectors; and product vectors. Final course grade served as the dependent variable. The results of the analysis indicated that only cumulative GPA was a significant predictor, explaining approximately 40% of the variance of the final grade. Although differences in final grades were present among the variables age and ethnicity, these differences disappeared when controlling for cumulative GPA. Significance of the results and recommendations for future research are discussed.

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“…Learning outcome, typically measured by course grade, has been directly related to supportive-type class behaviors such as class attendance (Devadoss and Foltz 1996;Romer 1993), in addition to the number of hours spent studying per week, lectures attended, reading the textbook, and taking optional exams (Brokaw and Merz 2000). On the other hand, the amount of competing time activities such as number of hours worked, the hours spent socializing or in sports, and total credit hours taken during the term were found to be negatively related to learning outcomes (Brokaw and Merz 2000;Erekson 1992). Each of these studies has found that classroom-related student behaviors can be empirically related to learning outcomes, suggesting the following hypotheses: Hypothesis 4a: Student behaviors that are course supportive will be positively related to student learning outcomes.…”

Section: Student Behaviormentioning

confidence: 99%

Enhancing Learning Outcomes: The Effects of Instructional Technology, Learning Styles, Instructional Methods, and Student Behavior

Young

Klemz

Murphy

2003

Journal of Marketing Education

168

112

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The delivery of marketing education seems to be rapidly shifting toward pedagogy rich in experiential learning and strongly supported with educational technology. This study integrates and extends previous research efforts and investigates the simultaneous effects of multiple influences of technology and nontechnology factors on learning outcomes. Responses were obtained across a marketing curriculum with technology-accustomed students. The findings suggest that the use of preferred instructional methods will enhance each of the three different measures of learning outcomes, while encouraging supportive class behaviors can increase self report performance and course grade. Regardless of the dependent outcome measure, only one of the five instructional technology variables proved significant, suggesting that in contrast to previous studies that examined technology in isolation, when analyzed relative to other learning factors, technology’s influence is secondary. Implications are discussed with practical suggestions for the classroom and direction for further investigation.

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Joint determination of college student achievement and effort: Implications for college teaching

Cited by 12 publications

References 10 publications

Evaluating Academic Challenge Beyond the NSSE

Evaluating Academic Challenge Beyond the NSSE

Academic Performance, Age, Gender, and Ethnicity in Online Courses Delivered by Two-Year Colleges

Enhancing Learning Outcomes: The Effects of Instructional Technology, Learning Styles, Instructional Methods, and Student Behavior

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