scholarly journals Outcomes for Black Students in Team-Based Learning Courses

2018 ◽  
Vol 50 (1) ◽  
pp. 66-86 ◽  
Author(s):  
Caroline Macke ◽  
James Canfield ◽  
Karen Tapp ◽  
Vanessa Hunn
Keyword(s):  
Academic Success ◽  
Black Students ◽  
Postsecondary Education ◽  
Academic Outcomes ◽  
Social Work Students ◽  
Grade Point ◽  
Course Grades ◽  
White Institutions ◽  
Team Based Learning ◽  
The Impact

Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.

Giftedness and academic success in college and university

2016 ◽  
Vol 33 (2) ◽  
pp. 183-194 ◽  
Author(s):  
James DA Parker ◽  
Donald H Saklofske ◽  
Kateryna V Keefer
Keyword(s):  
Academic Success ◽  
Postsecondary Education ◽  
Secondary Students ◽  
Cognitive Abilities ◽  
Grade Point ◽  
Successful Transition ◽  
College And University ◽  
Education Data ◽  
High Achieving ◽  
The Impact

Much of the work on predicting academic success in postsecondary education has focused on the impact of various cognitive abilities, although in recent years there has been increased attention to the role played by emotional and social competency (also called emotional intelligence (EI)). Previous work on the link between EI and giftedness is reviewed, particularly factors connected to the successful transition to postsecondary education. Data are presented from a sample of 171 exceptionally high-achieving secondary students (high school grade-point average of 90% or better) who completed a measure of trait EI at the start of postsecondary studies and who had their academic progress tracked over the next 6 years. High-achieving secondary students who completed an undergraduate degree scored significantly higher on a number of EI dimensions compared to the secondary students who dropped out. Results are discussed in the context of the importance of EI in the successful transition from secondary to postsecondary education.

scholarly journals Extracurricular Participation, Collective Self-Esteem, and Academic Outcomes Among College Students

2020 ◽  
Vol 25 (4) ◽  
pp. 318-326
Author(s):  
Casey A. Knifsend ◽  
Leigh A. Green ◽  
Kathryn L. Clifford
Keyword(s):  
Academic Success ◽  
Identity Development ◽  
Grade Point Average ◽  
Extracurricular Activities ◽  
Peer Relations ◽  
Academic Outcomes ◽  
Self Esteem ◽  
Grade Point ◽  
Collective Self ◽  
Collective Self Esteem

Participating in extracurricular activities during college has been linked with positive peer relations and academic success (e.g., Astin, 1984; Stuart et al., 2011). Yet, less research has focused on identity development and collective self-esteem within extracurricular activities, or whether such positive attitudes about one’s activity membership are associated with academic outcomes. In the current study, analyses focused primarily on those who were in at least one activity (n = 109), who reported on friendships within their activity, perceptions of interdependence among members, and collective self-esteem within their activity, as well as their feelings of belonging on campus and grade point average. Regression analyses suggested that having friends in one’s activity (β = .33, p = .001) and higher interdependence (β = .51, p < .001) predicted higher collective self-esteem, with a total adjusted R2 = .44. In turn, greater collective self-esteem was associated marginally with higher feelings of belonging (β = .20, p = .07, adjusted R2 = .07) and grade point average for those in fraternities or sororities (interaction β = .34, p = .006; adjusted R2 = .17; simple slope for Greek organizations: β = .42, p = .07). These findings underscore the importance of considering different dimensions of extracurricular involvement (i.e., both whether one is involved, as well as positive feelings about one’s activity), and provide recommendations to student affairs professionals as to how activities may be structured to promote optimal outcomes during college.

scholarly journals Online engagement and performance on formative assessments mediate the relationship between attendance and course performance

2022 ◽  
Vol 19 (1) ◽  
Author(s):  
Chang Lu ◽  
Maria Cutumisu
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Formative Assessment ◽  
Academic Outcomes ◽  
Formative Assessments ◽  
Learning Engagement ◽  
Class Attendance ◽  
And Performance ◽  
The Impact ◽  
The Relationship

AbstractIn traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students’ log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect on academic outcomes, but it promotes performance by leveraging online learning engagement and formative assessment performance. Findings contribute to understanding the impact of in-class attendance on course academic performance and the interplay of in-class and online-learning engagement factors in the context of technology-enhanced courses. This study recommends using a variety of educational technologies to pave multiple pathways to academic success.

scholarly journals Reclassification and Academic Success among English Language Learners: New Evidence from a Large Urban School District

2013 ◽  
Vol 13 (1) ◽  
pp. 107-136
Author(s):  
Gary Painter ◽  
Edward Flores
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Instrumental Variables ◽  
Academic Outcomes ◽  
Fixed Effects ◽  
English Language ◽  
Urban School District ◽  
The Impact ◽  
New Evidence

Abstract: On average, English Language Learners (ELLs) have inferior academic performance than their peers who speak English fluently. Research has also shown that ELLs that are reclassified as English Proficient (R-FEP) often have outcomes that approach or exceed comparable peers who are initially fluent in English upon entering school, but many of these past approaches suffer from various methodological deficiencies. In this analysis, we analyse the impact of reclassification on a broad set of academic outcomes using a number of methods to address this question, including fixed effects and instrumental variables methods. There are clear differences in academic outcomes between those students who are never reclassified and those who are R-FEP English Proficient. However, the evidence suggests that, on the margin, there is little or no incremental benefit for students that are reclassified before their peers.

scholarly journals Impact of distance education via interactive videoconferencing on students’ course performance and satisfaction

2018 ◽  
Vol 42 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Olga M. Klibanov ◽  
Christian Dolder ◽  
Kevin Anderson ◽  
Heather A. Kehr ◽  
J. Andrew Woods
Keyword(s):  
Distance Education ◽  
Grade Point Average ◽  
Student Perceptions ◽  
Nonparametric Tests ◽  
Knowledge Assessment ◽  
Course Performance ◽  
Grade Point ◽  
Main Campus ◽  
Course Grades ◽  
The Impact

The impact of distance education via interactive videoconferencing on pharmacy students’ performance in a course was assessed after implementation of a distance campus. Students filled out a “Student Demographic Survey” and a “Precourse Knowledge Assessment” at the start of the course and a “Postcourse Knowledge Assessment” and a “Postcourse Student Perceptions Survey” at the end of the course. The primary end point, a comparison of course grades (%) between the main and distance campuses, was examined using the two-sample t-test. We examined the relationships among demographics, campus location, course grades, grade point average, pre- and postcourse knowledge assessments, and postcourse perceptions as our secondary end points with parametric and nonparametric tests. Data from 93 students were included in the analysis [main campus ( n = 81); distance campus ( n = 12)]. Students on the main campus achieved a significantly higher final course grade (87 vs. 81%; P = 0.02). Scores on the Postcourse Knowledge Assessment were also significantly higher compared with those of students on the distance education campus (77 vs. 68%; P = 0.04). Students on both campuses reported self-perceived improvement in their knowledge base regarding various aspects of infectious diseases. Compared with the students on the distance campus, those on the main campus were more likely to subjectively perceive that they had succeeded in the course ( P = 0.04). Our study suggests that students on the main campus achieved a higher final course grade and were more likely to feel that they had succeeded in the course. Students on both campuses reported improvement in knowledge.

The Impact of Wyman’s Teen Leadership Program on College Achievement and Retention

2019 ◽  
Vol 7 (3) ◽  
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Low Income ◽  
First Generation ◽  
Retention Rates ◽  
Leadership Program ◽  
Grade Point ◽  
Teen Leadership ◽  
Postsecondary Access ◽  
The Impact

Low-income, first-generation college students face a host of obstacles on their journeys toward degree completion. Providing effective supports for these students as they navigate their postsecondary experiences is an important determinant of success, the implications of which can be far-reaching. The purpose of the current study discussed in this article was to examine the impact of Wyman’s Teen Leadership Program (TLP) on positive college outcomes for low-income, first-generation students pursuing higher education at Missouri State University (MSU). TLP is a community-based, postsecondary access and success program comprising three developmentally progressive phases that begin when teens are ninth graders and ends after their second year of postsecondary education. During the postsecondary phase of the program, TLP works in close partnership with higher education institutions like MSU to effectively support students through caring relationships and coordinated services. Using a mixed-methods approach, the authors analyzed the college retention rates and grade point averages (GPAs) of 39 TLP participants attending MSU and 82 comparison students with similar background characteristics. Findings revealed statistically higher retention rates and GPAs for TLP participants compared to non-participants. Focus groups were also conducted to better understand the perceptions of TLP participants (n = 15) and TLP staff members (n = 6). Using Schlossberg’s (1989) theory of marginality and mattering as a framework, the authors analyzed focus group responses, from which three overarching themes emerged: relationships, intentional experiences, and self-efficacy. The study findings suggest that postsecondary access and success programs are most effective when their curricula and program experiences are supported by strong and consistent student-adult relationships.

scholarly journals Assessing the Value of Course-Embedded Information Literacy on Student Learning and Achievement

2016 ◽  
Vol 77 (2) ◽  
pp. 164-183 ◽  
Author(s):  
Sara Davidson Squibb ◽  
Susan Mikkelsen
Keyword(s):  
Information Literacy ◽  
Composition Courses ◽  
Grade Point ◽  
Mixed Methods Approach ◽  
First Semester ◽  
Multiple Viewpoints ◽  
Course Grades ◽  
The University ◽  
The Impact ◽  
Learning And Achievement

A team at the University of California, Merced, collaborated to evaluate the value of integrating information literacy into introductory composition courses through a curriculum developed by librarians and writing faculty. Using a mixed-methods approach, the team investigated the impact of the curriculum on students’ learning and achievement at the end of their first semester of college. Students participating in the curriculum demonstrated greater gains than their peers in using suitable sources and presenting arguments and multiple viewpoints with evidence. This learning did not translate to higher student achievement as represented by course grades and grade point average.

scholarly journals Strengths-based Indicators of Success in Hispanic Undergraduates

2020 ◽  
Author(s):  
Gretchen Schulthes ◽  
Cass Dykeman
Keyword(s):  
Academic Success ◽  
Hispanic Students ◽  
Secondary Data ◽  
Future Research ◽  
Sat Scores ◽  
Grade Point ◽  
Education Professionals ◽  
Hispanic Student Achievement ◽  
And Gender ◽  
The Impact

By the year 2026, it is estimated that Hispanic students will make up the largest share of undergraduates enrolled in American colleges and universities. Despite increases in enrollment, this population is also one of the least likely to earn an eventual credential. Factors such as pre-college preparedness (e.g., SAT scores or high school grade point averages) and socioeconomic barriers are often cited as explanations for this attainment and persistence gap. In seeking to understand this issue, it is essential to go beyond the deficit-oriented conversation and instead shift the emphasis toward how higher education professionals can leverage students’ strengths in supporting their academic success. It is essential to delve into the factors that impact Hispanic student achievement. Using data from the Beginning Postsecondary Students (BPS) study 12/14, this secondary data analysis study explores the impact of strengths-based variables such as highest credential expected, perceived likelihood of attaining a credential, level of connectedness with their institution, and gender on Hispanic students’ outcomes with regard to credential attainment and/or persistence. Results showed that while gender and level of connectedness held no significant predictive value, students’ academic self-efficacy (perceived likelihood of attaining a credential) and goal-setting (highest credential expected) did have an impact on three-year persistence and graduation rates. Implications for practice and recommendations for future research are discussed.

The Discipline Gap: What's Trust Got to Do with It?

2018 ◽  
Vol 120 (11) ◽  
pp. 1-30 ◽  
Author(s):  
Lisa S. Romero
Keyword(s):  
High School ◽  
African American ◽  
Black Students ◽  
Academic Outcomes ◽  
School Outcomes ◽  
Discipline Gap ◽  
Student Trust ◽  
High School Outcomes ◽  
Course Placement ◽  
The Impact

Background/Context If we are serious about eliminating the racial achievement gap, we need to address the discipline gap as well. The scholarly literature generally paints a positive picture of the potential of trust to transform schools. Research on student trust has shown that students who trust their teachers and schools are suspended and expelled less frequently and have more positive academic outcomes. However, we know little about if or how the impact of trust may vary by race or gender. Research Question Do the benefits of trusting relationships accrue equally to all students? Do trusting student–teacher relationships pay off in less discipline and improved academic outcomes for all students, or do the benefits of trust depend on the race and gender of the student? Research Design Structural equation modeling was used to model the relationships between student trust, behavior, and high school outcomes, controlling for socioeconomic status, school size, and prior achievement. Data, drawn from the Educational Longitudinal Survey of 2002, includes responses from more than 6,000 public high school students (n = 6,352) who identify as African American or White. Comparisons are made between results for White, African American, and African American male students. Findings/Results Student trust is associated with fewer disciplinary incidents and better academic outcomes; however, the benefits of trust do not accrue equally to all students. Black students, particularly males, benefit less from trust. Controlling for trust, behavior, and standardized measures of math and reading ability, Black students are penalized multiple times for a single disciplinary incident: by the suspension (or other consequence), by missed instruction, and by the impact on their grades (and possibly their future course placement and postsecondary plans). In other words, there are unequal consequences of equal discipline. Conclusions/Recommendations This research found that Black and White students with roughly equivalent discipline records, scores on achievement tests, and levels of trust still have substantially different high school outcomes. Although efforts to implement restorative justice or positive behavior support programs are a step in the right direction, results suggest that they will not be enough. Schools must deal with implicit bias and the unequal consequences of equal discipline. To do this, we must scrutinize course placement practices, grading, and the messages that we send to students. Failure to do so will continue to leave us with a vast education debt and will continue to fuel the achievement gap.

A between-subject design to evaluate students' employability in the Lebanese labor market

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kevin Sevag Kertechian ◽  
Silva Karkoulian ◽  
Hussein N. Ismail ◽  
Samar Samir Aad Makhoul
Keyword(s):  
Labor Market ◽  
Academic Success ◽  
Evaluation Process ◽  
Grade Point ◽  
Content Type ◽  
High Performing ◽  
Business Graduates ◽  
Subject Design ◽  
University Reputation ◽  
The Impact

PurposeThis study aims to examine the effect of experience abroad, academic success and university reputation on students' employability in the Lebanese labor market.Design/methodology/approachThe study uses a between-subject design to identify whether academic success, university reputation and experience abroad have an impact on how potential recruiters (i.e. employers) are perceiving student employability. The study uses 16 fictitious applications of business graduates, which differed in grade-point average, university reputation and experience abroad, rated by 784 Lebanese professionals.FindingsThe results suggest that high-performing students with experience abroad and high-performing students from a reputable university are perceived to be more employable. For low-performing students, having completed an experience abroad results in a lower reward in terms of employability.Research limitations/implicationsThe present study offers an analysis of students' employability through employers' lens; it offers insights for students on how to be perceived as more employable in a context where competition among future workers is fierce.Practical implicationsThe results of this research provide a roadmap for graduates for enhancing their employability in Lebanese markets and offer actionable insights to employers.Originality/valueThe most original contribution of this study is the analysis of university reputation impact on the likelihood of receiving positive feedback during the evaluation process. The impact of two Lebanese universities, one ranked in the QS ranking and one not, was investigated.

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