Which first-year students are making most learning gains in STEM subjects?

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2018-01-01 DOI:10.1080/23752696.2018.1484671

Jekaterina Rogaten, B. Rienties

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引用次数: 10

Abstract

ABSTRACT With the introduction of the Teaching Excellence Framework a lot of attention is focussed on measuring learning gains. A vast body of research has found that individual student characteristics influence academic progression over time. This case-study aims to explore how advanced statistical techniques in combination with Big Data can be used to provide potentially new insights into how students are progressing over time, and in particular how students’ socio-demographics (i.e. gender, ethnicity, Social Economic Status, prior educational qualifications) influence students’ learning trajectories. Longitudinal academic performance data were sampled from 4222 first-year STEM students across nine modules and analysed using multi-level growth-curve modelling. There were significant differences between white and non-White students, and students with different prior educational qualifications. However, student-level characteristics accounted only for a small portion of variance. The majority of variance was explained by module-level characteristics and assessment level characteristics.

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哪些一年级学生在STEM科目上取得了最大的学习成果？

摘要：随着卓越教学框架的引入，许多注意力都集中在衡量学习成果上。大量研究发现，随着时间的推移，学生的个人特征会影响学业进步。本案例研究旨在探索如何将先进的统计技术与大数据相结合，为学生如何随着时间的推移而进步提供潜在的新见解，特别是学生的社会人口统计（即性别、种族、社会经济地位、先前学历）如何影响学生的学习轨迹。从4222名STEM一年级学生的九个模块中抽取纵向学习成绩数据，并使用多层次增长曲线模型进行分析。白人和非白人学生以及具有不同学历的学生之间存在显著差异。然而，学生水平的特征只占方差的一小部分。大部分差异由模块级特征和评估级特征解释。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.