The role of active learning in college student persistence

Braxton, John M.; Jones, Willis A.; Hirschy, Amy S.; Hartley, Harold V.

doi:10.1002/tl.326

Cited by 105 publications

(76 citation statements)

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“…Braxton and colleagues noted that the higher the level of commitment to students, the greater the likelihood for social integration, which in turn reinforces students' commitment to the college and to persist. This proposition was empirically supported by Braxton et al (2008), who 72 found a strong association on social integration. Similarly, Jones (2010) found a strong positive association between institutional commitment to students and subsequent student commitment to college.…”

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confidence: 79%

“…Furthermore, Tinto asserted that the institutions' commitment to students reinforces students' commitment to the institution. Despite the fact that institutional commitment has garnered much attention in the literature and has been incorporated into various persistence models as a mediator between student background characteristics, academic and social integration, goal commitments, intent to persist, and persistence (Bean, 1982;Bean & Eaton, 2000;Bean & Metzner, 1985;Braxton, 1999;Braxton, Hirschy, & McClendon, 2004;Braxton, Sullivan, & Johnson, 1997;Cabrera et al, 2012;Cabrera et al, 1992a;Cabrera et al, 1993;Spady, 1971;Tinto, 1975Tinto, , 1987Tinto, , 1993, little research has been conducted specifically assessing the impact of institutional commitment to students on intent to persist or persistence (Braxton et al, 2004;Braxton, Jones, Hirschy, & Hartley Iii, 2008;Jones, 2010). Furthermore, Braxton et al (2004), noted that the organizational influence on student departure from institutions is partially manifested in their commitment to student welfare.…”

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confidence: 99%

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A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

Tovar¹

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Community colleges continue to experience high levels of student attrition and low degree/certificate completion rates. Given extant literature, there appears to be a need to reexamine how interactions between students and the institution, and students and institutional agents are taking place, with the aim of identifying institutional practices that deleteriously or positively impact degree completion and thus guide colleges to develop action plans to improve conditions for student success.This study examined how factors such as institutional commitment to students, mattering, sense of belonging, interactions with diverse peers, perceptions of the campus climate, engagement/involvement, socio-academic integrative experiences, and goal commitment collectively affected community college students' intent to persist to degree completion. The proposed model tested the tenability of seven propositions examining how the above constructs interact to influence intent to persist.The sample consisted of 2,088 multiply diverse community college students. The conceptual model was grounded on Astin's (1991) Input-Environment-Outcome model and was tested in the context of structural equation modeling. Multiple group invariance analyses for race/ethnicity were conducted. The conceptual model explained 28% of the variance on intent to persist for Asian students, 21% for White students, and 19% for Latino/a students.Results indicated that transition support from family/friends exerted the highest effect on intent to persist across all racial/ethnic groups, followed by engagement/involvement, perceptions of mattering, interactions with diverse peers, GPA, goal commitment, and socioacademic integrative experiences, albeit varying by group. This study was the first in the literature to empirically demonstrate a causal effect between institutional commitment to students and perceptions of mattering. Mattering, in turn, exerted a moderate to strong influence on engagement/involvement, socio-academic integrative experiences, sense of belonging, and indirectly on intent to persist. Evidence in support of an omnibus "student development and success" construct, as alluded to by Wolf-Wendel, et al. (2009) is also presented. Of import to these findings is that while this construct explained a significant proportion of the variance for engagement/involvement, belonging, mattering, and interactions with diverse peers, the individual factors exerted an independent effect on intent to persist. Implications for theory, research, and practice are also discussed.v Dedication To the institutional agents (instructors and counselors) who made a difference in my life.Thank you for making me feel like I mattered! vi Acknowledgements

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confidence: 79%

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confidence: 99%

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

Tovar¹

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“…Armbruster, et al concur, that the practice of explicitly making metacognitive links to content, and the process of explaining and applying learning improves not only student outcomes but also student attitudes. Braxton, et al (2008) found that use of active learning plays a major role in first year student retention as well as positive influences on social integration. Social integration mitigates some of the individualistic traits associated with academic entitlement.…”

Section: Introductionmentioning

confidence: 99%

“…Clark (2008, p. 39) describes traditional lecture as the professor talking "at the students while they take notes without thinking." Most college and university professors use passive lecture as the primary instructional strategy (Braxton, Jones, Hirschy & Hartley, 2008). Nevertheless, researchers found this method fails to motivate students and encourages superficial learning, such as "cramming" to remember information for exams (Armbrtuster, et al, 2009;Gauci, Dantas, Williams, & Kemm, 2009).…”

Section: Introductionmentioning

confidence: 99%

Lecture is not a Dirty Word, How to Use Active Lecture to Increase Student Engagement

Gregory

2013

IJHE

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Lecture is a much maligned classroom method of instruction. Like any other technique employed by educators, there are both effective and ineffective ways to deliver content through a lecture format. Respecting that the college learner has changed, active lecturing strategies maximize student learning of course content, engaging both modern learners and teachers at higher levels. The active lecture strategies presented are grounded in Chickering and Gamson's seven principles for good practice in undergraduate education and provide a balanced approach to providing content and opportunities to connect to the content that help students not only master the material presented in class, but also the out-of-class material students access in their readings and experiences.

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“…In particular, the Student-Active Learning (SAL) approach has been widely evident and is significantly important for the mastery of various skills, enabling students to think critically and solve complex problems, and contributing opportunity of carrying on to course completion (Braxton et al, 2008). Adopting the SAL approach is viewed to be critical for students to show their underlying capabilities and upgrade them gradually which then help them be more engaged in the process of acquiring knowledge rather than placing undue emphasis on the complete product (Rinaldo & Denig, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between the Teachers' Levels of Use and Their Demographic Characteristics in the Adoption of the Student-Active Learning Approach in EFL Classrooms in Oman: A Quantitative and Exploratory Relational Study

Shekaili

2015

IJAEDU

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Shifting from the traditional teacher-centered to the innovative student-centered educational philosophy in English as a Foreign language (EFL) classrooms represented in the adoption of the student-active learning (SAL) approach has been quite extensively implemented as a valuable approach towards effective students' language learning. An exploratory study was carried out to investigate the teachers' actual Levels of Use (LoU) in the adoption of the SAL approach in their classrooms and its relationship with their demographic variables including gender, age, teaching experience, educational qualifications, and nationalities. The research design was quantitative and exploratory relational. A number of 505 English language teachers participated in this study. Data was collected through a questionnaire including two parts: demographic data and the Levels of Use Self-Assessment (LoU-SA) questionnaire. This was to obtain a holistic picture of the teachers' LoU pertaining to the SAL approach adoption and their demography. The descriptive statistical analyses as well as the symmetric measure of association of Cramer's V were used to analyze the data. The results indicated that the majority of the teachers were at the Refinement Level (IVB), and equally at the Preparation Level (II), the Mechanical Use Level (III), and the Routine Level (IVA). It was also found that there were positive relationships between the teachers' LoU and their demographic characteristics. Based on these research findings, it was recommended, among others, that different interventions including training, support, and sufficient teaching materials should be offered. More collaborative opportunities between teachers from different demographic groups should be encouraged, too.

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The role of active learning in college student persistence

Abstract: The primary goal of this study was to examine the impact of active learning on a student's level of overall social integration and perception of his or her institution's commitment to student welfare.

Cited by 105 publications

References 8 publications

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

Lecture is not a Dirty Word, How to Use Active Lecture to Increase Student Engagement

The Relationship between the Teachers' Levels of Use and Their Demographic Characteristics in the Adoption of the Student-Active Learning Approach in EFL Classrooms in Oman: A Quantitative and Exploratory Relational Study

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