Literaturnachweis - Detailanzeige
Autor/inn/en | Summers, Emily J.; Acee, Taylor W.; Ryser, Gail R. |
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Titel | Differential Benefits of Attending Supplemental Instruction for Introductory, Large-Section, University U.S. History Courses |
Quelle | In: Journal of College Reading and Learning, 45 (2015) 2, S.147-163 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1079-0195 |
DOI | 10.1080/10790195.2015.1030516 |
Schlagwörter | History Instruction; United States History; Introductory Courses; Supplementary Education; Educational Benefits; Instructional Effectiveness; Undergraduate Students; Academic Achievement; Public Colleges; Attendance; Predictor Variables; Hispanic American Students; White Students; Achievement Gap; Student Characteristics; College Entrance Examinations; Scores; ACT Assessment; SAT (College Admission Test) History lessons; Geschichtsunterricht; Einführungskurs; Ergänzungsunterricht; Bildungsertrag; Unterrichtserfolg; Schulleistung; Anwesenheit; Prädiktor; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung |
Abstract | We investigated students' academic achievement in three high-enrollment, introductory-level history sections at a large, public, Hispanic-serving university. Using a conditional indirect-effects model, we analyzed supplemental instruction (SI) attendance and class absences as predictors of course success, after accounting for sex, ethnicity/race, and SAT/ACT scores. Results suggested a positive direct effect of SI attendance on course success and a negative direct effect of absences. A significant interaction effect between ethnicity/race and SI suggested that Hispanic students reaped stronger benefits from SI than Caucasian students, and that the course achievement gap between these groups was smaller when students attended more hours of SI. Our study contributes new findings to research supporting the effectiveness of SI by examining mediation and moderation effects and controlling for confounding variables. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |