科学、技术、工程和数学课程安排对学生短期和长期大学成功结果的影响

IF 2.9 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Higher Education Pub Date : 2024-04-11 DOI:10.1353/rhe.0.a925021

Nicholas A. Bowman, Federick J. Ngo, Jeongmin Ji

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引用次数: 0

摘要

研究经常证明让学生接受发展性教育会产生负面影响，但很少有研究考虑让学生接受不同程度的非发展性课程的影响。本研究采用双重稳健倾向得分分析法，以 11,532 名本科生为样本，在 STEM 通向课程的成对排序中探讨了这一问题。结果表明，从低年级课程开始学习往往预示着有利的短期学业结果，但课程水平与学生的保留率无关，而且从低年级课程开始学习往往与学生从大学毕业或获得 STEM 学士学位的可能性成反比。

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The Impact of Course Placement in STEM Sequences on Students' Short-Term and Longer-Term University Success Outcomes

Research has frequently demonstrated negative effects of placing students into developmental education, but very little inquiry has considered the impact of placing students into different levels of non-developmental coursework. The present study explored this issue within sequenced pairs of STEM gateway courses using doubly-robust propensity score analyses and a total sample of 11,532 undergraduates. The results indicate that starting in a lower-level course frequently predicted favorable short-term academic outcomes, but course level was unrelated to retention, and starting in lower-level coursework was often inversely associated with the likelihood of graduating from the university or receiving a STEM bachelor’s degree.

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来源期刊

Review of Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

0.00%

发文量

期刊介绍： The official journal of the Association for the Study of Higher Education (ASHE), The Review of Higher Education provides a forum for discussion of issues affecting higher education. The journal advances the study of college and university issues by publishing peer-reviewed articles, essays, reviews, and research findings. Its broad approach emphasizes systematic inquiry and practical implications. Considered one of the leading research journals in the field, The Review keeps scholars, academic leaders, and public policymakers abreast of critical issues facing higher education today.