ERIC Number: EJ1204330
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0729-4360
EISSN: N/A
Small Fish in a Small Pond: The Impact of Collaborative Learning on Academic Success for Less-Prepared Students in a Highly Selective STEM Environment
Higher Education Research and Development, v38 n2 p294-306 2019
This study examines academic outcomes for university students engaged in a supplemental peer learning program in a selective institution. Using a matched sample of 1266 students, half enrolled in the supplemental program and half not enrolled, we find that participating students on average earned higher grades in linked courses. Using a subsample of students in a chemistry course sequence, we find program participants were more likely to remain in the sequence than non-participants, and that the impact was greater for students with lower levels of preparation.
Descriptors: STEM Education, Selective Admission, Grades (Scholastic), Chemistry, Science Instruction, Outcomes of Education, Cooperative Learning, Low Income, College Students, First Generation College Students, Minority Group Students, Disproportionate Representation, Educational Environment, Peer Teaching, Small Group Instruction, Student Participation, Academic Persistence, Supplementary Education, College Entrance Examinations, Teaching Methods, Instructional Effectiveness, College Preparation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)
Grant or Contract Numbers: N/A