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Students’ first-year experience and learning outcomes

Students’ first-year experience and learning outcomes. Ellen Jansen Marjon Bruinsma University of Groningen/ UOCG e.p.w.a.jansen@rug.nl. University of Groningen. University Centre for Learning and Teaching. Dutch abbreviation UOCG Teacher training for secondary and higher education

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Students’ first-year experience and learning outcomes

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  1. Students’ first-year experience and learning outcomes Ellen Jansen Marjon Bruinsma University of Groningen/ UOCG e.p.w.a.jansen@rug.nl

  2. University of Groningen University of Groningen UOCG

  3. University Centre for Learning and Teaching • Dutch abbreviation UOCG • Teacher training for secondary and higher education • Quality assurance and educational development • Research University of Groningen UOCG

  4. UOCG University of Groningen UOCG

  5. Success rates first-year’s exam University of Groningen UOCG

  6. Research question How can we explain students’ learning outcomes in the first year of study from students’ experiences? University of Groningen UOCG

  7. Data • PhD-thesis Marjon Bruinsma (2003) Effectiveness of higher education Bruinsma, M (2004) in: Learning and Instruction Jansen, E.P.W.A. & Bruinsma, M. (2005) in: Educational Research and Evaluation Bruinsma, M. & Jansen, E.P.W.A. (acc.) in: School Effectiveness and School improvement University of Groningen UOCG

  8. learningapproach Motivation to study Pre-entry characteristics course experience First-year’s GPA Model University of Groningen UOCG

  9. Research design Two cohorts first year students 1999 and 2000 Two cases : Faculty of Arts (n=296) Faculty of Mathematics and Natural Sciences (n=154) University of Groningen UOCG

  10. Instruments Student level: • questionnaire on study behaviour (deep information processing strategies) • questionnaire on motivation to study • student ratings of courses University of Groningen UOCG

  11. Student characteristics • grades in pre-university education • gender and age • grades on courses in the first year University of Groningen UOCG

  12. Rating forms • Each department has their own form • Points in common: - rating on instructor - match literature and lectures - workload - exam reflected the course content well - general satisfaction University of Groningen UOCG

  13. Ratings and study approach nat. sciences arts instruction .39 cr load -.24 cr -.18 bc exam .37 cr match .37 cr satisfaction .31 cr University of Groningen UOCG

  14. Correlations with first-year’s GPA arts nat. science ability .54 .29 gender .14 age .46 procrastination -.32 -.28 load .22 instructor .18 general satisfaction .14 University of Groningen UOCG

  15. Ratings Correlations with general satisfaction arts nat. sciences instructor .43 .63 load -.29 .11 match .64 .45 exam .55 .38 University of Groningen UOCG

  16. University of Groningen UOCG

  17. University of Groningen UOCG

  18. Discussion points • Why can’t we find an effect from course on learning strategies and GPA? • Why is there hardly any effect from deep information processing strategies on outcome? University of Groningen UOCG

  19. conclusions • Ratings can be used for more than only feedback to instructor • Be sensitive for disciplinary differences • Motivation to study affects study approach • Attention for the first months of the first year University of Groningen UOCG

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