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Presentation
What and when: the role of course type and timing in students' academic performance
Sixth International Conference on Learning Analytics & Knowledge
(2016)
Abstract
In this paper we discuss the results of a study of students’ academic performance in first year general education courses. Using data from 566 students who received intensive academic advising as part of their enrollment in the institution’s pre-major/general education program, we investigate individual student, organizational, and disciplinary factors that might predict a students’ potential classification in an Early Warning System as well as factors that predict improvement and decline in their academic performance. Disciplinary course type (based on Biglan’s [7] typology) was significantly related to a student’s likelihood to enter below average performance classifications. Students were the most likely to enter a classification in fields like the natural science, mathematics, and engineering in comparison to humanities courses. We attribute these disparities in academic performance to disciplinary norms around teaching and assessment. In particular, the timing of assessments played a major role in students’ ability to exit a classification. Implications for the design of Early Warning ems as well as academic course planning in higher education are offered.
Keywords
- Early Warning System,
- Disciplinary Fields,
- Time Based Learning Analytics,
- Undergraduate Education
Disciplines
Publication Date
2016
Location
Edinburgh, United Kingdom
DOI
10.1145/2883851.2883907
Comments
This is a manuscript of a proceeding from Brown, Michael Geoffrey, R. Matthew DeMonbrun, Steven Lonn, Stephen J. Aguilar, and Stephanie D. Teasley. "What and when: the role of course type and timing in students' academic performance." In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, pp. 459-468. ACM, 2016. doi: 10.1145/2883851.2883907. Copyright is held by the owner/author(s). Posted with permission.
Citation Information
Michael Geoffrey Brown, R. Matthew DeMonbrun, Steven Lonn, Stephen J. Aguilar, et al.. "What and when: the role of course type and timing in students' academic performance" Sixth International Conference on Learning Analytics & Knowledge (2016) Available at: http://works.bepress.com/brown-michael/8/