Journal article
Does Collaborative Learning Influence Persistence to the Second Year of College?
The Journal of Higher Education, Vol.88(1), pp.62-84
01/02/2017
DOI: 10.1080/00221546.2016.1243942
Abstract
The purpose of this study was to determine whether engaging in collaborative learning influences persistence to the 2nd year of college among 2,987 college freshmen at 19 institutions. Considering potential confounders such as sex, race, precollege academic ability, type of institution attended, college coursework taken, academic motivation, and the clustered nature of the data, those students who engage in collaborative learning are significantly more likely than students who do not learn collaboratively to persist to the 2nd year of college. The results of our analyses suggest the influence of collaborative learning on persistence affects students similarly, regardless of individual differences by sex, race, or tested precollege academic ability. Lastly, the influence of collaborative learning on persistence appears to be mediated by peer interactions. That is, learning collaboratively leads to greater levels of positive peer interactions, which in turn is associated with greater odds of persisting to the 2nd year of college.
Details
- Title: Subtitle
- Does Collaborative Learning Influence Persistence to the Second Year of College?
- Creators
- Chad N Loes - Department of History, Politics, and Justice, Mount Mercy UniversityBrian P An - Department of Educational Policy and Leadership Studies, The University of IowaKem Saichaie - Center for Educational Effectiveness, The University of California-DavisErnest T Pascarella - Department of Educational Policy and Leadership Studies, The University of Iowa
- Resource Type
- Journal article
- Publication Details
- The Journal of Higher Education, Vol.88(1), pp.62-84
- Publisher
- Routledge
- DOI
- 10.1080/00221546.2016.1243942
- ISSN
- 0022-1546
- eISSN
- 1538-4640
- Grant note
- NIL / Center of Inquiry in the Liberal Arts at Wabash
- Language
- English
- Date published
- 01/02/2017
- Academic Unit
- Sociology and Criminology; Educational Policy and Leadership Studies; Center for Social Science Innovation
- Record Identifier
- 9983979998202771
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