Students who are quizzed over class material at least once a week tend to perform better on midterm and final exams compared to students who did not take quizzes, according to a new Iowa State University meta-analysis. The researchers found in addition to frequency, immediate feedback from instructors also seemed to positively impact student performance.
ACM, the Association for Computing Machinery, recently released its eighth annual Study of Non-Doctoral Granting Departments in Computing (NDC study). With the aim of providing a comprehensive look at computing education, the study includes information on enrollments, degree completions, faculty demographics, and faculty salaries.
A recent study has identified certain factors associated with a greater likelihood that a high school student will decide to attend college, enroll in college the fall semester immediately following high school graduation, and then return to that same college a year later as a retained college student.
Surveys and network analyses of 192 STEM faculty at three universities revealed that frequent users of evidence-based instructional practices are far more likely to engage one another than colleagues less familiar with the practices. The finding suggests that faculty networks alone are not enough to disseminate and drive the adoption of evidence-based practices that could improve undergraduate instruction and address inequities for students historically underserved by STEM classrooms.
The ongoing COVID-19 pandemic has had a great impact on higher education systems. It has changed the way the university education is conducted and perceived. One pertinent question is: How will the pandemic affect the international student? In the "commentaries" sections of the latest issues of East China Normal University Review of Education, researchers approach this question from various perspectives--hoping to help students, families, and decision-makers in their plans for the future.
A new study finds evidence that contradicts claims in legal complaints to the U.S. Department of Justice arguing that Asian American students face negative consequences while in college as a result of not being admitted to and not attending their first-choice institution. These complaints led to the Trump administration launching formal investigations into the race-conscious admissions practices of Harvard and Yale universities. The findings were published today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.
Affirmative action is a contentious issue across the globe, hotly debated in countries such as India, Sri Lanka, Malaysia, Nigeria and Brazil, as well as in the United States. While the direct effects of affirmative action on college admissions are well known, new evidence from India shows that affirmative action has indirect benefits on the behavior of underrepresented high school students, who tend to stay in school longer when they know higher education is within reach.
The ease of finding information on the internet is hurting students' long-term retention and resulting in lower grades on exams, according to a Rutgers University-New Brunswick study.
The odds of women receiving pay for a college internship are 34% lower than for men, according to new research from Binghamton University, State University of New York.
To prevent the spread of COVID-19, many universities canceled classes or held them online this spring -- a change likely to continue for many this fall. As a result, hands-on chemistry labs are no longer accessible to undergraduate students. In a new study in the Journal of Chemical Education, researchers describe an alternative way to engage students: a virtual game, modeled on an escape room, in which teams solve chemistry problems to progress and 'escape.'