ERIC Number: ED146905
Record Type: RIE
Publication Date: 1974
Reference Count: 0
Ratings of the Academic Program by Freshman Students in "Systematically Designed" and "Conventional" Courses: A Discriminant Analysis.
Pascarella, Ernest T.; Terenzini, Patrick T.
This exploratory study was designed to determine whether those students enrolled in courses systematically designed by faculty teams to incorporate nontraditional and innovative instruction differed from students not taking these courses in attitudes toward academic and nonacademic experience. Questionnaires were sent to a sample of 400 freshman students; data are based on the 379 replies received. Stepwise discriminant analysis indicated that two factor dimensions, interest value and practical appeal, were rated more positively by students in systematically designed courses than by other students. Findings suggested that systematic instructional development efforts may have positive impacts beyond the course level. Statistical data tables are included in the report, and references are attached. (Author/KP)
Descriptors: College Freshmen, College Instruction, Conventional Instruction, Discriminant Analysis, Educational Attitudes, Educational Research, Higher Education, Instructional Innovation, Instructional Programs, Statistical Analysis
Patrick T. Terenzini, Office of Student Affairs, Syracuse University, Syracuse, N.Y. 13210
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Syracuse Univ., NY. Center for Instructional Development.