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Which first-year students are making most learning gains in STEM subjects?

Rogaten, Jekaterina and Rienties, Bart Carlo (2018). Which first-year students are making most learning gains in STEM subjects? Higher Education Pedagogies, 3(1) pp. 161–172.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/23752696.2018.1484671
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Abstract

With the introduction of the Teaching Excellence Framework a lot of attention is focussed on measuring learning gains. A vast body of research has found that individual student characteristics influence academic progression over time. This case-study aims to explore how advanced statistical techniques in combination with Big Data can be used to provide potentially new insights into how students are progressing over time, and in particular how students’ socio-demographics (i.e., gender, ethnicity, Social Economic Status, prior educational qualifications) influence students’ learning trajectories. Longitudinal academic performance data were sampled from 4,222 first year STEM students across nine modules and analysed using multilevel growth-curve modeling. There were significant differences between white and non-white students, and students with different prior educational qualifications. However, student-level characteristics accounted only for a small portion of variance. The majority of variance was explained by module-level characteristics and assessment level characteristics.

Item Type: Journal Item
Copyright Holders: 2018 The Authors
ISSN: 2375-2696
Project Funding Details:
Funded Project NameProject IDFunding Body
A longitudinal mixed method study of learning gain: applying Affective-Behaviour Cognition framework at 3 institutions10007773HEFCE
Keywords: Learning gains; learning analytics; higher education; STEM; grades
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Education Futures
Item ID: 55348
Depositing User: Jekaterina Rogaten
Date Deposited: 12 Jun 2018 13:12
Last Modified: 16 Jul 2019 11:23
URI: http://oro.open.ac.uk/id/eprint/55348
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