Using Prior Knowledge and Student Engagement to Understand Student Performance in an Undergraduate Learning-to-Learn Course

Autor/inn/en	Davis, Sarah K.; Edwards, Rebecca L.; Hadwin, Allyson F.; Milford, Todd M.
Titel	Using Prior Knowledge and Student Engagement to Understand Student Performance in an Undergraduate Learning-to-Learn Course
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 14 (2020) 2, Artikel 8 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Prior Learning; Learner Engagement; Academic Achievement; Undergraduate Students; Learning Strategies; Courses; Hierarchical Linear Modeling; Student Behavior; Self Management; Grouping (Instructional Purposes) + Suchen Sie Ihr Suchwort? Vorkenntnisse; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kursangebot; Student behaviour; Schülerverhalten; Selbstmanagement; Grouping; Gruppenbildung
Abstract	This study examined prior knowledge and student engagement in student performance. Log data were used to explore the distribution of final grades (i.e., weak, good, excellent final grades) occurring in an elective undergraduate course. Previous research has established behavioral and agentic engagement factors contribute to academic achievement (Reeve, 2013). Hierarchical logistic regression using both prior knowledge and log data from the course revealed: (a) the weak-grades group demonstrated less behavioral engagement than the good-grades group, (b) the good-grades group demonstrated less agentic engagement than the excellent-grades group, and (c) models composed of both prior knowledge and engagement measures were more accurate than models composed of only engagement measures. Findings demonstrate students performing at different grade-levels may experience different challenges in their course engagement. This study informs our own instructional strategies and interventions to increase student success in the course and provides recommendations for other instructors to support student success. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01