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Direct linkSummers, Emily J.; Acee, Taylor W.; Ryser, Gail R. – Journal of College Reading and Learning, 2015
We investigated students' academic achievement in three high-enrollment, introductory-level history sections at a large, public, Hispanic-serving university. Using a conditional indirect-effects model, we analyzed supplemental instruction (SI) attendance and class absences as predictors of course success, after accounting for sex, ethnicity/race,…
Descriptors: History Instruction, United States History, Introductory Courses, Supplementary Education
Download full textLarson, W. Corry; Ward, Camilla – Journal of College Reading and Learning, 2006
University students (n = 69) enrolled in an introductory psychology course at an historically Black university completed nine curriculum-based measurement probes. Results for each student were graphed and trendlines were calculated. Trendline direction was examined to determine whether a possible formative assessment technique might be developed…
Descriptors: Undergraduate Students, Curriculum Based Assessment, Grades (Scholastic), Predictor Variables
