ERIC Number: ED357701
Record Type: RIE
Publication Date: 1991
Effects of Course Type on Freshman Learning.
This study considers the effects of course types on reading, mathematics, and critical thinking skill gains for college freshmen. Course groups, arranged hierarchically in three tiers from large groupings down to individual courses, are used as units for analysis. Both Hard Applied and Hard Pure Biglan-paradigm course groups contributed to progress in mathematics, whereas no effects are revealed at the large grouping level for reading or critical thinking. At the second tier, applied science courses and pure humanities courses contributed to reading gain, applied science and pure math and science courses contributed to math gain, and the soft social science courses contributed a significant but negative effect on critical thinking gain. Individual course effects are also reported. The appendix provides responses to a follow-up survey question asking students to indicate their freshman year course taking patterns. Contains 13 references. (Author/GLR)
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.
Note: For related documents, see HE 026 448-451.