Remedial Education for High-Risk University Freshmen--The Case of a University of Technology in Taiwan

Autor/inn/en	Cheng, Tao-Ming; Hou, Hsing-Yu; Agrawal, Dinesh Chandra; Liaw, Ching-Fang; Chen, Rung-Ching
Titel	Remedial Education for High-Risk University Freshmen--The Case of a University of Technology in Taiwan
Quelle	In: Asia Pacific Journal of Education, 38 (2018) 2, S.241-256 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2018.1460255
Schlagwörter	At Risk Students; College Freshmen; Student Adjustment; Check Lists; College Preparation; Calculus; Computer Science Education; Mathematics Instruction; Academic Failure; Gender Differences; High Schools; Academic Achievement; School Holding Power; Academic Persistence; Remedial Instruction; Universities; Technology Education; Foreign Countries; Student Personnel Services; Outcomes of Education; Teacher Effectiveness; College Faculty; Computer Centers; Taiwan + Suchen Sie Ihr Suchwort? Studienanfänger; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Checkliste; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Computer science lessons; Informatikunterricht; Mathematics lessons; Mathematikunterricht; Geschlechterkonflikt; High school; Oberschule; Schulleistung; Förderkurs; University; Universität; Technisch-naturwissenschaftlicher Unterricht; Ausland; Lernleistung; Schulerfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fakultät
Abstract	Potential high-risk freshmen for three core courses (BasicMath, Calculus, and Computing) in the university were identified based on the "College Students' Adjustment Check List (CSACL)" data available with the Student Development Centre in the Office of Students' Affairs of the university. The study demonstrates that to ameliorate the problem of unpreparedness of freshmen, to check failure rates, and efficient use of limited resources, an effective remedial system could be developed by the combined inputs from the Office of Students' Affairs, Computer Centre, Academic Affairs, and the Institutional Research. Our study corroborates the findings of other researchers that gender, teacher, department, high school performance, enrolment channel, and loads during remedial course influence the learning outcome. Also, it was found that the use of multi-evaluation approaches in different enrolment channels can attain higher retention rates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01