Allowing Course Compensation in Higher Education: A Latent Class Regression Analysis to Evaluate Performance on a Follow-Up Course

Autor/inn/en	Yocarini, Iris E.; Bouwmeester, Samantha; Smeets, Guus; Arends, Lidia R.
Titel	Allowing Course Compensation in Higher Education: A Latent Class Regression Analysis to Evaluate Performance on a Follow-Up Course
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 5, S.728-740 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yocarini, Iris E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2019.1693494
Schlagwörter	Higher Education; Academic Achievement; Undergraduate Students; College Curriculum; Grade Point Average; Psychology; Performance Factors; College Credits; Foreign Countries; Scores; School Policy; Course Content; Study Habits; Repetition; Netherlands + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Psychologie; Leistungsindikator; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Ausland; Schulpolitik; Kursprogramm; Study behavior; Study behaviour; Studienverhalten; Wiederholung; Niederlande
Abstract	In this study, the consequences of allowing course compensation in a higher education academic dismissal policy are evaluated by examining performance on a second-year follow-up (i.e. sequel) course that builds on material from a first-year precursor course. Up to now, differences in the consequences of compensation on student performance across groups of students who portray different unobserved study processes were not considered. In this study we used a latent class regression model to distinguish latent groups of students. Data from two undergraduate curricula were used and latent classes were formed based on similar patterns in averages, variability in grades, the number of compensated courses, and the number of retakes in the first year. Results show that students can be distinguished by three latent classes. Although the first-year precursor course is compensated in each of these latent classes, low performance on the precursor course results in low performance on the second-year sequel course for psychology students who belong to a class in which the average across first-year courses is low and the average number of compensated courses and retakes are high. For these students, compensation on a precursor course seems more likely to relate to insufficient performance on a sequel course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01