Factors Influencing Learning at a Community College.

Autor/in	Johnson, Marvin L.
Titel	Factors Influencing Learning at a Community College.
Quelle	(1987), (42 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Community Colleges; Grade Point Average; Learning Theories; Models; Predictor Variables; Productivity; Student Attitudes; Student Characteristics; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Community college; Community College; Learning theory; Lerntheorie; Analogiemodell; Prädiktor; Produktivität; Schülerverhalten
Abstract	The Walberg Educational Productivity Model theorizes that learning in its affective, behavioral, and cognitive aspects is causally influenced by factors in the areas of individual aptitude (i.e., prior achievement, age or stage of maturation, and motivation), instructional treatment (i.e., quantity of time spent in learning situations and perceived quality of the learning experiences), and environment (i.e., home, classroom, peers, and out-of-school time). To determine whether the model is appropriate for research in the community college setting, it was tested at the College of Lake County (Illinois), using student grade point average (GPA) as an indicator of student productivity. The study sample was composed of 540 students, who were older than the traditional (18- to 21-year-old student and uninvolved in the life of the college. A 48-item questionnaire was administered in class to obtain background information as well as information on the nine factors included in the productivity model. Study findings, based on 472 usable responses, included the following: (1) on the average, women had higher GPA's than men, part-time students had higher GPA's than full-time students, and night students had higher GPA's than day students; (2) the Walberg model explained 34% of the variability in student GPA; and (3) some variables seemed to have a negative effect on GPA, including quantity of instruction. (EJV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC