Using Prior Knowledge and Student Engagement to Understand Student Performance in an Undergraduate Learning-to-Learn Course

dc.contributor.authorDavis, Sarah K.
dc.contributor.authorEdwards, Rebecca L.
dc.contributor.authorHadwin, Allyson F.
dc.contributor.authorMilford, Todd M.
dc.date.accessioned2021-03-29T20:47:22Z
dc.date.available2021-03-29T20:47:22Z
dc.date.copyright2020en_US
dc.date.issued2020
dc.description.abstractThis study examined prior knowledge and student engagement in student performance. Log data were used to explore the distribution of final grades (i.e., weak, good, excellent final grades) occurring in an elective under-graduate course. Previous research has established behavioral and agentic engagement factors contribute to academic achievement (Reeve, 2013). Hierarchical logistic regression using both prior knowledge and log data from the course revealed: (a) the weak-grades group demonstrated less behavioral engagement than the good-grades group, (b) the good-grades group demonstrated less agentic engagement than the excellent-grades group, and (c) models composed of both prior knowledge and engagement measures were more accurate than models composed of only engagement measures. Findings demonstrate students performing at different grade-levels may experience different challenges in their course engagement. This study informs our own instructional strategies and interventions to increase student success in the course and provides recommendations for other instructors to support student success.en_US
dc.description.reviewstatusRevieweden_US
dc.description.scholarlevelFacultyen_US
dc.identifier.citationDavis, S. K., Edwards, R. L., Hadwin, A. F., & Milford, T. D. (2020). Using Prior Knowledge and Student Engagement to Understand Student Performance in an Undergraduate Learning-to-Learn Course. International Journal for the Scholarship of Teaching and Learning, 14(2), 159-184. https://doi.org/10.20429/ijsotl.2020.140208en_US
dc.identifier.urihttps://doi.org/10.20429/ijsotl.2020.140208
dc.identifier.urihttp://hdl.handle.net/1828/12811
dc.language.isoenen_US
dc.publisherInternational Journal for the Scholarship of Teaching and Learningen_US
dc.subjectacademic achievementen_US
dc.subjecthigher educationen_US
dc.subjectstudent engagementen_US
dc.subjectstudent successen_US
dc.titleUsing Prior Knowledge and Student Engagement to Understand Student Performance in an Undergraduate Learning-to-Learn Courseen_US
dc.typeArticleen_US

Files

Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
Davis_Sarah_IJSOTL_2020.pdf
Size:
920.07 KB
Format:
Adobe Portable Document Format
Description:
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
2 KB
Format:
Item-specific license agreed upon to submission
Description: