ERIC Number: EJ1138406
Record Type: Journal
Publication Date: 2017-Jun
Abstractor: As Provided
Reference Count: 43
The Relationship between Students' Perceptions of "Good Practices for Undergraduate Education" and the Paradigmatic Development of Disciplines in Course-Taking Behavior
Kilgo, Cindy A.; Culver, K. C.; Young, Ryan L.; Paulsen, Michael B.
Research in Higher Education, v58 n4 p430-448 Jun 2017
Our study uses data from the Wabash National Study of Liberal Arts Education to interrogate the affinity disciplines hypothesis through students' perceptions of faculty use of six of Chickering and Gamson's ("AAHE Bull" 39(7):3-7, 1987) principles of good practice for undergraduate education. We created a proportional scale based on Biglan's ("J Appl Psychol" 57(3):195-203, 1973) classification of paradigmatic development (with higher scores on the scale corresponding to students taking a higher proportion of courses in "hard" fields compared to "soft" fields), our study tests differences by the paradigmatic development of the disciplines or fields in which students take their courses within the first year of college. Our findings suggest that as paradigmatic development increases (toward a higher proportion of courses taken in hard disciplines), student perceptions of both faculty use of prompt feedback and faculty use of high expectations/academic challenge decrease, while student perceptions of cooperative learning increase. Further, no statistically significant differences were found between the paradigmatic development of fields in which students' take their courses and students' perceptions of faculty use of student-faculty contact, active and collaborative learning, or teaching clarity and organization. This study replicates the findings from Braxton et al. ("Res High Educ" 39(3):299-318, 1998) using student-level rather than faculty-level reports of faculty use of good teaching practices.
Descriptors: Student Attitudes, Teaching Methods, Undergraduate Study, Teacher Student Relationship, Cooperative Learning, Active Learning, Least Squares Statistics, Statistical Analysis, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A