Impact of first-year mathematics study groups on the retention and graduation of engineering students

• Luciana Cançado ^[1] ; John R. Reisel ^[1] ; Cindy M. Walker ^[2]
  1. [1] University of Wisconsin–Milwaukee

     University of Wisconsin–Milwaukee

     City of Milwaukee, Estados Unidos

     
  2. [2] Duquesne University

     Duquesne University

     City of Pittsburgh, Estados Unidos

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 49, Nº. 6, 2018, págs. 856-866
• Idioma: inglés
• DOI: 10.1080/0020739x.2017.1423120
• Texto completo no disponible (Saber más ...)
• Resumen

  • Many interventions have been proposed to improve the retention and graduation rates of engineering students. One such intervention is to use study groups for first-year college students; such groups provide a structured environment in which the students can learn course material from each other outside of class and can provide the students with a sense of community. In this paper, we report on the impacts fostered by study groups in first-year mathematics courses on the odds of retaining and graduating engineering students. Students who participated in the study groups are compared to students of similar academic preparation who did not participate in such groups. It is found that student participation in study groups is significantly associated with the higher odds of being retained in engineering studies through the first 3 years of college. The results reported here are not as certain for the effect of study group participation on 5-year graduation odds for engineering students and some possible reasons for this are discussed.