Measuring students’ transition into university and its association with learning outcomes
Measuring students’ transition into university and its association with learning outcomes
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衡量学生进入大学的过渡及其与学习成果的关系
DOI：
10.1080/01411926.2011.613453
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发表时间：
2012
影响因子：
2.3
通讯作者：
G. Hutcheson
中科院分区：
文献类型：
--
作者：
M. Pampaka;J. Williams;G. Hutcheson
在此之前，我们展示了我们如何衡量教学法，并揭示了它与六年级大学数学学生的学习成果的关联。在这个项目中，我们遵循了类似的方法来研究大学转型。我们特别试图确定学生的过渡经验的看法，并衡量与学习成果的关联。我们对进入五所大学不同课程的学生进行了纵向调查。跟随他们进入第一年左右，使我们能够跟踪他们的“完成课程的倾向”和他们的“学习更多生物学的倾向”。我们开发和验证了两个“适合目的”的措施，学生的看法，他们的过渡，一个我们称之为“过渡的差距/跳跃的看法”，一个我们称之为“过渡的积极感觉的程度”。我们报告了一些统计学和教育学上的显着关联，这些和学生的发展倾向，并讨论了前景。
Previously we showed how we measured pedagogy and revealed its association with learning outcomes of sixth-form college mathematics students. In this project we followed a similar approach to the study of university transition. We particularly sought to identify the students’ perceptions of the transitional experience, and measure the association with learning outcomes. We drew on longitudinal surveys of students entering different programmes in five universities. Following them into their first year or so, allowed us to track their ‘disposition to complete the course’ and their ‘disposition to study more mathematics’, inter alia. We developed and validated two ‘fit-for-purpose’ measures of students’ perception of their transition, one we call ‘perception of the transitional gap/jump’ and one we call ‘degree of positive feeling about the transition’. We report some statistically and educationally significant associations between these and the students’ developing dispositions, and discuss the prospects fo...
影响因子：
2.3
作者：
Hernandez-Martinez P
通讯作者：
Hernandez-Martinez P