A Comparison of the University Mathematics Learning Environment with Its High School Equivalent

Autor/inn/en	Klosterman, Peter; Stein, Stephen
Titel	A Comparison of the University Mathematics Learning Environment with Its High School Equivalent
Quelle	In: Learning Environments Research, 26 (2023) 2, S.361-378 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-022-09435-9
Schlagwörter	College Mathematics; Secondary School Mathematics; Educational Environment; College Credits; College Students; High School Students; Dual Enrollment; Scores; Student Participation; Teacher Student Relationship; Social Integration; Flipped Classroom; Educational Improvement; Expectation; Academic Standards; Achievement Gap + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Doppelstudium; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Integration; Flipped classrooms; Flip teaching; Inverted teaching; Teaching improvement; Unterrichtsentwicklung; Expectancy; Erwartung
Abstract	In light of rising college student debt, many states now offer multiple options for students to earn college credit while still in high school. Concurrent enrollment programs, which allow qualified high school teachers to teach college credit-bearing classes in the high school, are one such option. Because concurrent enrollment classes teach college-level material at college-level rigor, they offer an ideal way to compare the secondary and tertiary learning environments across identical academic expectations. This study sought to compare the university mathematics environment with its concurrent enrollment counterpart. The WIHIC was found to be valid and reliable for the university population. The comparison of 242 students in university classrooms with 260 students in concurrent enrollment classrooms revealed a statistical difference, with the concurrent enrollment setting scoring higher in Involvement, Teacher Support, and Student Cohesion and the university setting scoring higher in Task Orientation. This implies that earning college credit in a secondary setting is a viable, and possibly even preferable, alternative to earning it in a university setting. We examine the discrepancy in scores--particularly the large discrepancy in Task Orientation--and discuss the benefit of the flipped classroom as one path to improving the university learning environment. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01