ERIC Number: ED349866
Record Type: Non-Journal
Publication Date: 1992-May
Reference Count: N/A
An Examination of Freshmen to Senior General Education Gains across a National Sample of Institutions with Different General Education Requirements Using a Mixed-Effect Structural Equation Model. AIR 1992 Annual Forum Paper.
Knight, William E.
This study investigated differences in freshmen to senior student general education gains across institutions of higher education, with varying patterns of general education requirements using a mixed-effect structural equation model. The subjects were 6,409 students at 34 colleges and universities nationwide. Study procedures used American College Testing Assessment composite scores as the observed measures with the Pre-College Ability latent variable, and groups were based on data from students attending institutions with different general education requirements. Findings indicated that students attending institutions where less than 40 percent of undergraduate curricular requirements were devoted to general education and where there was not equal distribution of general education courses within the requirement were found to have significantly higher general education gains than did students who attended institutions where 40 percent or more of the undergraduate curriculum was devoted to general education and there was equal distribution of courses within the general education requirement. The study also demonstrated the usefulness of the structural equation modeling for representing the interactions between student characteristics and general education program effects. Included are 1 figure, 7 tables, and 23 references. (JB)
Descriptors: Academic Ability, Academic Achievement, College Outcomes Assessment, Comparative Analysis, Curriculum, General Education, Higher Education, Institutional Research, Interaction, Models, Required Courses, Research Methodology, Structural Equation Models, Student Development, Undergraduate Study
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A