Direct and indirect effects of engagement on grades
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Date
2016-06-02
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Association for Institutional Research Annual Forum
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Abstract
Grades are perhaps the best predictor of a attaining a college diploma. Using NSSE data from nearly 20,000 first-year and senior students in 2012 and matched year-end grades from 42 participating institutions, the authors tested path models to determine the direct and indirect effects of student background, engagement, and campus environment on end of year grades. Total effects on GPA show that time spent studying, the use of learning strategies, and courses where faculty used effective teaching strategies had positive overall effects on grades. Coursework involving quantitative reasoning had a negative effect, probably due to the added rigor of STEM courses.
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Presented at the 2016 Association for Institutional Research Annual Forum in New Orleans, LA.
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STEM, academic performance, completion, background, campus environment, campus climate, grades, GPA, study time, learning strategies, teaching strategies, quantitative reasoning, quantitative skill
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Presentation