ERIC Number: ED338161
Record Type: Non-Journal
Publication Date: 1991-Oct
Reference Count: N/A
Development & Testing of the Cluster-Analytic Model To Identify Coursework Patterns Associated with General Learned Abilities of College Students: Georgia State Native Report on Combined Samples.
Ratcliff, James L.; And Others
Using the Cluster Analytic Model (CAM), two samples of graduating seniors from Georgia State University were studied to determine the effect of different patterns of college course work on their general learned abilities. The CAM uses Student Achievement Test scores, Graduate Record Examination scores, and transcripts for course work patterns. Growth in learning displayed in the test score results suggested that the sample students showed improvement in learning in analytic reasoning, reading comprehension, and quantitative comparisons. In the analysis of courses taken by five or more students, these three item-types explained large proportions of the score variance. Taking different course work produced different effects in general learned abilities, and those effects varied among the students of the two classes. Results also indicate: (1) that the CAM provides useful information to colleges about the mix of assessment measures that reflect what the students learn and what the college intends to teach them; (2) that it can assist at schools with a distributional general education requirement in assessment of their core curriculum; and (3) that it can, with computer linkages, help with student advising. The report includes a description of the research design for the model and a bibliography of over 200 items. (JB)
Descriptors: College Faculty, College Students, Courses, Higher Education, Learning Processes, Learning Strategies, Mathematics Skills, Reading Comprehension, Student Development, Thinking Skills
Pennsylvania State University, 403 South Allen Street, Suite 104, Univeristy Park, PA 16801-5202.
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Pennsylvania State Univ., University Park. Center for the Study of Higher Education.; National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI.