Examining the Relationship between Student Learning and Persistence |
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Authors: | Shouping Hu Alexander C. McCormick Robert M. Gonyea |
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Affiliation: | 1. Department of Educational Leadership and Policy Studies, College of Education, Florida State University, 1210 H Stone Building, Tallahassee, FL, 32306, USA 2. Center for Postsecondary Research, Indiana University, Bloomington, IN, 47406, USA
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Abstract: | Using data from the 2006 cohort of the Wabash National Study of Liberal Arts Education, we examined the relationships between three approaches to measuring student learning outcomes (direct-assessment learning gains, self-reported gains, and college grades) and student persistence from the first to second year. Results from a series of logistic regressions indicated that students’ grade-point averages had the largest explanatory power in student persistence, followed by self-reported gains. Direct-assessment learning gains had the least power in explaining persistence. The findings have implications for the national conversation on student success in college. |
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