A panel analysis of the impact of financial aid on student engagement and achievement: Focusing on differential effects by characteristics of financial aid and institutional type

2021 ◽  
Vol 30 (1) ◽  
pp. 61-87
Author(s):  
Hee Jung Gong ◽  
Seonmi Jin
Keyword(s):  
Student Engagement ◽  
Financial Aid ◽  
Panel Analysis ◽  
Institutional Type ◽  
Differential Effects ◽  
The Impact

The Impact of Institutional Size on Student Engagement

NASPA Journal ◽  
2006 ◽  
Vol 43 (1) ◽  
Author(s):  
Adrianna J Kezar
Keyword(s):  
Student Engagement ◽  
National Policy ◽  
Institutional Type ◽  
Research Questions ◽  
Institutional Size ◽  
The Impact

This article reviews the results from an in-depth multisite case study of 20 institutions examining approaches to student engagement exploring differences by institutional type. The two research questions pursued were: Is size related to distinctive approaches for creating an engaging environment for students? If so, in what ways? The results demonstrate a relationship between size and four benchmarks. Implications for institutional and national policy are reviewed.

The Impact of Setting a Minimum Wage on RMG Sector: A Dynamic Panel Analysis

2015 ◽  
Author(s):  
Khwaja Rahman ◽  
Tapas Kumar Paul
Keyword(s):  
Minimum Wage ◽  
Panel Analysis ◽  
Dynamic Panel ◽  
Dynamic Panel Analysis ◽  
The Impact

scholarly journals Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses

2021 ◽  
Author(s):  
Kathleen R. Brazeal ◽  
Tanya L. Brown ◽  
Brian A. Couch
Keyword(s):  
Student Engagement ◽  
Student Perceptions ◽  
Learning Preferences ◽  
Formative Assessments ◽  
Student Experiences ◽  
Future Research ◽  
Structured Interviews ◽  
Undergraduate Biology ◽  
Biology Courses ◽  
The Impact

AbstractWhile formative assessments (FAs) can facilitate learning within undergraduate STEM courses, their impact likely depends on many factors, including how instructors implement them, whether students buy-in to them, and how students utilize them. FAs have many different implementation characteristics, including what kinds of questions are asked, whether questions are asked before or after covering the material in class, how feedback is provided, how students are graded, and other logistical considerations. We conducted 38 semi-structured interviews with students from eight undergraduate biology courses to explore how various implementation characteristics of in-class and out-of-class FAs can influence student perceptions and behaviors. We also interviewed course instructors to provide context for understanding student experiences. Using thematic analysis, we outlined various FA implementation characteristics, characterized the range of FA utilization behaviors reported by students, and identified emergent themes regarding the impact of certain implementation characteristics on student buy-in and utilization. Furthermore, we found that implementation characteristics have combined effects on student engagement and that students will tolerate a degree of “acceptable discomfort” with implementation features that contradict their learning preferences. These results can aid instructor reflection and guide future research on the complex connections between activity implementation and student engagement within STEM disciplines.

The Impact of On-campus Student Growth on First-year Student Engagement and Success

2007 ◽  
Vol 48 (8) ◽  
pp. 941-966 ◽  
Author(s):  
Steven M. LaNasa ◽  
Elizabeth Olson ◽  
Natalie Alleman
Keyword(s):  
Student Engagement ◽  
Student Growth ◽  
First Year ◽  
The Impact ◽  
First Year Student

The Impact of the Learning Environment on Student Engagement in High School Classrooms

2014 ◽  
Vol 116 (13) ◽  
pp. 166-177
Author(s):  
David J. Shernoff ◽  
Stephen M. Tonks ◽  
Brett Anderson
Keyword(s):  
High School ◽  
Student Engagement ◽  
Learning Environment ◽  
Sampling Method ◽  
Experience Sampling ◽  
Experience Sampling Method ◽  
Public High School ◽  
High School Classrooms ◽  
Subject Areas ◽  
The Impact

This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students in seven high school classrooms in five different subject areas were observed and videoed in order to predict their engagement as measured by the experience sampling method (ESM).

Evaluating E-Book Effectiveness and the Impact on Student Engagement

2021 ◽  
pp. 027347532110351
Author(s):  
Adam C. Merkle ◽  
Linda K. Ferrell ◽  
O. C. Ferrell ◽  
Joe F. Hair
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Student Perceptions ◽  
Perceived Effectiveness ◽  
Spring Semester ◽  
Digital Disruption ◽  
The Impact ◽  
The Relationship ◽  
Shed Light

Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study investigates student perceptions about the effectiveness of print textbooks and e-books. Specifically, we focus on the perceived effectiveness of e-books and the impact on student engagement. A field-based quasi-experiment was conducted with a sample of 259 students in the Fall semester, and a follow-up sample of 395 students in the Spring semester. The results show a diverse impact of e-books on student engagement. Some aspects of engagement are positively affected while other aspects of student engagement exhibit a neutral or negative leaning impact. The findings also reflect significant variation in e-book effectiveness depending on the course. Finally, we find that e-books moderate the relationship between textbook effectiveness and academic performance engagement. Highly effective e-books result in higher levels of academic performance engagement. Collectively these findings shed light on the current situation and provide a foundation for additional research to further our understanding about e-book effectiveness and its relationship to student engagement.

scholarly journals The Relationships of Family, Perceived Digital Competence and Attitude, and Learning Agility in Sustainable Student Engagement in Higher Education

2018 ◽  
Vol 10 (12) ◽  
pp. 4635 ◽  
Author(s):  
Hye Kim ◽  
Ah Hong ◽  
Hae-Deok Song
Keyword(s):  
College Students ◽  
Student Engagement ◽  
Online Survey ◽  
College Education ◽  
Digital Technologies ◽  
Digital Natives ◽  
Study Data ◽  
Digital Competence ◽  
Learning Agility ◽  
The Impact

College students are often assumed to be digitally fluent as they are “digital natives”, owing to their exposure to digital technologies from an early age. Furthermore, it is assumed that this digital competence is likely to prepare them for learning in college. However, it has been observed that current college students who are “digital natives” may or may not effectively apply digital technologies during their college education. The purpose of this study is to examine the impact of college students’ prior digital experiences, particularly their families’ influence, on their in-college digital competence and attitude, and by extension, on student engagement. A total of 381 university students were surveyed in this study. Data was obtained from a self-administered, online survey and analyzed using partial least squares, which also evaluated the research model. According to the findings of this study, students’ positive prior digital experience significantly influences their perceived digital competence and their attitude toward digital technologies. In addition, our research also indicates that college students’ perceived digital competence and attitudes are mediated by their learning agility, which is the ability to continuously learn and the willingness to apply acquired knowledge. This article may thus act as a springboard for further empirical research, as well as for examining the nature of students’ prior and positive experiences and learning agility in digital competencies.

The Impact of Financial Aid on Learning, Career Decisions, and Employment

2011 ◽  
Vol 44 (1) ◽  
pp. 27-57 ◽  
Author(s):  
Po Yang
Keyword(s):  
Financial Aid ◽  
Career Decisions ◽  
The Impact
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