This research note explores differences between students who indicate their degree of class participation as low, moderate or high. This was derived from the MAP-Works® survey item “To what degree are you the kind of person who participates in class?” Responses were on a seven-point scale (1-2 was coded as low, 3-5 as moderate, and 6-7 as high). MAP-Works, designed for all class levels, is a comprehensive student retention and success program which empowers faculty and professional staff to effectively and efficiently impact student success. MAP-Works identifies students early in the term allowing for immediate support and intervention. It then serves as the infrastructure to manage those critical outreach efforts. Data from the 2011 Fall Transition Survey is summarized below, including more than 170,000 first-year students from 102 institutions.
Approximately 59% of first-year respondents indicated they participated in class at a high level of frequency, 38% participating at a moderate level and 3% at the lowest level. Frequency of class participation is linked with higher self-assessment of academic behaviors. Students who indicated they participated in class with greater frequency are more likely to assess their academic abilities related to writing, reading, math and problem solving as very good or excellent compared to those who indicate participating in class with less frequency. Students who more frequently reported participating in class are also more likely to attend class, take good notes, study, and turn in homework nearly always compared to those who report participating with less frequency. Only 3% of those who indicated the lowest level of class participation reported communicating with their instructors nearly always compared to more than half of respondents with the highest levels of class participation. Higher frequency of participation is also linked with increased self-assessment of skills related to time management and self-discipline. Those who participate in class with the least frequency were more likely to cite spending less time studying for tests both in high school and college. Finally, those with lower levels of participation had lower high school and college GPAs.
Frequency of class participation is linked with higher self-assessment of academic behaviors including math, writing, reading and problem solving. Students who reported more frequently participating in class are also more likely to attend class, take good notes, study, and turn in homework nearly always than those who report participating with less frequency. Those who reported the lower levels of participation were also less likely to report communicating with their instructors outside of class. Those who participate in class with the least frequency were more likely to cite spending less time studying for tests both in high school and college. Likewise, those with lower levels of participation had lower high school and college GPAs.
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