Language:

Facilitating academic performance in college: understanding the role of clear and organized instruction

Higher education, 2017-08, Vol.74 (2), p.283-300 [Peer Reviewed Journal]

Springer Science+Business Media B.V. 2017 ;Springer Science+Business Media Dordrecht 2016 ;COPYRIGHT 2017 Springer ;Higher Education is a copyright of Springer, 2017. ;ISSN: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-016-0048-2

Full text available

Actions
1. Add to My Research
2. Remove from My Research
3. E-mail
4. Print
5. Permalink
6. Citation
7. EasyBib
8. EndNote
9. RefWorks
10. Delicious
11. Export RIS
12. Export BibTeX

Title:
Facilitating academic performance in college: understanding the role of clear and organized instruction
Author: Roksa, Josipa ; u.a
Subjects: Academic Achievement ; Ausland ; College Students ; Constructivism (Learning) ; Education ; Educational Practices ; Grade Point Average ; Higher Education ; Hochschule ; Humanities ; Instructional Effectiveness ; Learner Engagement ; Learning ; Learning Motivation ; Learning Theories ; Liberal Arts ; Management ; Motivation ; Outcomes of Education ; Performance Based Assessment ; Political aspects ; Student Development ; Student Experience ; Student Surveys ; Students ; Teacher Attitudes ; Teacher Effectiveness ; Teaching ; Teaching Styles ; USA
Is Part Of: Higher education, 2017-08, Vol.74 (2), p.283-300
Description: Extensive research on college impact has identified a range of practices that enhance students' academic outcomes. One practice-clear and organized instruction-has received increasing attention in recent research. While a number of studies have shown that clear and organized instruction is related to a range of postsecondary outcomes, researchers have not considered the mechanisms that link this educational practice to student outcomes. In this study, we draw on the constructivist theory of learning to identify potential mechanisms that may explain the relationship between clear and organized instruction and academic performance. Results from the Wabash National Study of Liberal Arts Education, including an analytical sample of 7116 students attending 38 four-year institutions in the USA, indicate that three mechanisms examined-faculty interest in teaching and student development, academic motivation, and academic engagement-explain almost two-thirds of the relationship between clear and organized instruction and first-year GPA. When students experience greater exposure to clear and organized instruction, they perceive their faculty as being more invested in their learning and development, and they report being more academically motivated and engaged in their studies. Moreover, students who enter college less academically prepared benefit more from exposure to clear and organized instruction. (HRK / Abstract übernommen).
Publisher: Dordrecht: Springer
Language: German;English
Identifier: ISSN: 0018-1560
EISSN: 1573-174X
DOI: 10.1007/s10734-016-0048-2
Source: Education Resources Information Center (ERIC)
ProQuest Central

Back to results list


INSPIRE LIBRARY - TON DUC THANG UNIVERSITY	(84-028) 37 755 057	Feedback
19 Nguyen Huu Tho St. Dist.7, HCM	thuvien@tdtu.edu.vn	Feedback

Facilitating academic performance in college: understanding the role of clear and organized instruction

Springer Science+Business Media B.V. 2017 ;Springer Science+Business Media Dordrecht 2016 ;COPYRIGHT 2017 Springer ;Higher Education is a copyright of Springer, 2017. ;ISSN: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-016-0048-2

Searching Remote Databases, Please Wait