Literaturnachweis - Detailanzeige
| Autor/inn/en | Ma-Kellams, Christine; Kwon, Roy |
|---|---|
| Titel | The Relationship between First-Year Learning Communities and Academic Performance in Introductory Psychology and Sociology |
| Quelle | In: Teaching of Psychology, 49 (2022) 4, S.338-343 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ma-Kellams, Christine) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0098-6283 |
| DOI | 10.1177/00986283211018455 |
| Schlagwörter | Correlation; Academic Achievement; Introductory Courses; Sociology; Assignments; Educational Benefits; Psychology; Undergraduate Students; Communities of Practice; Student Participation; Comparative Analysis; Sense of Community; Teaching Methods; California |
| Abstract | Objective: How do learning communities influence academic performance in Introductory Psychology? Method: The present research examines the relationship between participation in first-year students learning communities and academic performance across a variety of course requirements (midterms, finals, papers, and class participation) in introductory psychology and, for comparison, sociology courses. Results: Students who took Introductory Psychology as part of a first-year-student learning community outperformed their peers (who took the same course without a learning community) on the first exam of the semester and were less likely to miss assignments but otherwise showed no significant differences on the other course assignments; introductory sociology students part of these communities showed even greater differences in performance that lasted through the end of the semester. Conclusion: First-year students learning communities offers significant albeit limited benefits for student performance in introductory courses in the social sciences. Teaching Implications: Short of institutional efforts to enact programming for first-year learning communities, introductory psychology instructors can attempt to simulate the experience of such communities by promoting a sense of belonging via extra-curricular service or discipline-related activities. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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