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Tracking Pathways to Success

Tracking Pathways to Success. Identifying Learning Success Factors Across Course Delivery Formats Peter Usinger, State Assessment Meeting 2013. Student Success in College Environment. Research Questions. ( Online) Course Completion. 1,179 Course sections (total). Sample drawn from….

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Tracking Pathways to Success

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  1. Tracking Pathways to Success Identifying Learning Success Factors Across Course Delivery Formats Peter Usinger, State Assessment Meeting 2013

  2. Student Success in College Environment

  3. Research Questions

  4. (Online) Course Completion

  5. 1,179 Course sections (total) Sample drawn from…

  6. Sample by Academic Area 2,200 Participants:11% Response Rate

  7. MSLQ Scales and Reliability

  8. Motivational Correlations Note 1: *p < .05. **p < .01. ***p < .001. Note 2: +Method: F2F=0, Online=1.

  9. (where *p < .05. **p < .01. ***p < .001.) Learning Strategies

  10. Data Aggregation Rules Due to the very minor statistical differences in the results for grades vs. course success, and the fact that a significantly higher proportion of C and D students across most discipline areas are subsequently failing, we’ve created a Student Performance aggregate variable that combines student’s Course Performance into three levels: • Level 0: Failure or Withdrawal from Course • Level 1: Course Grade Equals C or D • Level 2: Course Grade Equals A or B This Performance variable is used in the student success analysis following.

  11. Comparison by Delivery Type

  12. Comparison by Course Level

  13. Important Note by Author: Please note that the following slide has been corrected since it contained a transfer error due to a truncated spreadsheet field. Affected is one of the interesting findings with regard to the role of test anxiety in the course performance of Nursing students. The original presentation slides showed a positive correlation between Test Anxiety and Course Performance for the whole Nursing group in this sample. However, this is only true for the 2nd year cohort of the RN program involved. Pre-admission, 1st year, and BSN students show patterns similar to other academic areas. This is an extremely valuable research result since this correlation also goes along with a positive correlation between Test Anxiety and Rehearsal Strategies and Peer Learning. This indicates that our 2nd year Nursing students were not negatively overwhelmed with anxiety, but had learned to offset their anxiety levels successfully by rehearsing the subject matter at hand, and working with their peers to master the course content. We will follow-up on these findings with an appropriate discipline-specific pathway model in the next phase of this longitudinal research project.

  14. Correlations by Academic Area

  15. Success Comparison in Math

  16. Multivariate Regression I

  17. Multivariate Regression II

  18. Multivariate Regression III

  19. Conclusions MSLQ scales: excellent reliability & context sensitivity Motivational factors clearly driving student success Learning Strategies (cognitive skills) show multi-faceted instructional improvement (learning) opportunities Peer Learning/Help Seeking: Underrepresented within cohorts, not an integrated/facilitated college activity Many underprepared students succeed largely via intrinsic motivation and confidence/self-efficacy, combined with hard work and study management The lack of exposure to meta-cognitive abilities and critical thinking skills nurtures course environments in support of compliant learners instead of self-directed learners!

  20. Study Impact / Next Steps Online: Assess Quality Matters impact across delivery formats and feed information back into process 1st Year/EWS: Compare demographic differences associated with the various success patterns SLS: Evaluate impact with SLS courses when applying the MSLQ as formative assessment tool early in Student Success or Developmental Ed classes Overall: Conduct additional focus groups at college sites; seek expansion of study to inform interventions FCS: Seek study replication across service areas

  21. Thank You!pusinger@polk.edu

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