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How Educational Practices Affect the Development of Life-Long Learning Orientations in Traditionally-Aged Undergraduate Students
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Mayhew, Matthew J.; Wolniak, Gregory C.; Pascarella, Ernest T. – Research in Higher Education, 2008
We investigated curricular conditions and educational practices that influenced the development of life-long learning orientations among 405 undergraduate students. Results suggest that growth in life-long learning orientations was facilitated by instruction that included opportunities for reflection, active learning, and perspective-taking and…
Descriptors: Undergraduate Students, Learning Strategies, Active Learning, Educational Practices
"Lies, Damn Lies, and Statistics" Revisited: A Comparison of Three Methods of Representing Change.
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Pike, Gary R. – Research in Higher Education, 1992
A study compared three methods for measuring college student growth and development in the course of a college education: (1) gain scores; (2) residual scores; and (3) repeated measures. Analyses indicated that all three are seriously flawed, although repeated measures offer the greatest potential for adequately representing student change.…
Descriptors: Academic Achievement, Achievement Gains, College Administration, College Outcomes Assessment
Joint Determination of College Student Achievement and Effort: Implications for College Teaching.
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Erekson, O. Homer – Research in Higher Education, 1992
A four-equation simultaneous equations model was developed to analyze whether college student effort and achievement are jointly determined. Testing with 544 undergraduate students indicated that increased student efforts in working with faculty improved their grades, but course effort and library effort had no significant effect on grade point…
Descriptors: Academic Achievement, Academic Persistence, College Instruction, Grade Point Average
Using Structural Equation Models with Latent Variables to Study Student Growth and Development.
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Pike, Gary R. – Research in Higher Education, 1991
Analysis of data on freshman-to-senior developmental gains in 722 University of Tennessee-Knoxville students provides evidence of the advantages of structural equation modeling with latent variables and suggests that the group differences identified by traditional analysis of variance and covariance techniques may be an artifact of measurement…
Descriptors: Case Studies, College Freshmen, College Seniors, Error of Measurement