Semester Course Load and Student Performance

Autor/inn/en	Huntington-Klein, Nick; Gill, Andrew
Titel	Semester Course Load and Student Performance
Quelle	In: Research in Higher Education, 62 (2021) 5, S.623-650 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huntington-Klein, Nick) ORCID (Gill, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-020-09614-8
Schlagwörter	Course Selection (Students); Academic Achievement; Time to Degree; Undergraduate Students + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; Schulleistung
Abstract	Many college students in the United States take longer than four years to complete their bachelor's degrees. Long time-to-degree can increase higher education costs by billions. Time-to-degree can be reduced if students take more credits each term. While academic momentum theory suggests that additional credits may also improve student performance, and there is a strong positive correlation between course load and student performance, high course load may reduce time investment in each course, giving high course load a negative causal effect on performance. Concern about the negative impact of course load on performance, especially for struggling students, may lead to pushback against policies to reduce time-to-degree by increasing course load. Using longitudinal data from a regional four-year university with a high average time-to-degree, we find no evidence that high course loads have a negative impact on student grades, even for students at the low end of the performance distribution. This result is consistent with a model where students substitute time away from non-education activities when their course loads increase. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01