Innovative Higher Education

, Volume 37, Issue 5, pp 387–395

Examining the Relationship between Student Learning and Persistence

  • Shouping Hu
  • Alexander C. McCormick
  • Robert M. Gonyea
Article

DOI: 10.1007/s10755-011-9209-5

Cite this article as:
Hu, S., McCormick, A.C. & Gonyea, R.M. Innov High Educ (2012) 37: 387. doi:10.1007/s10755-011-9209-5

Abstract

Using data from the 2006 cohort of the Wabash National Study of Liberal Arts Education, we examined the relationships between three approaches to measuring student learning outcomes (direct-assessment learning gains, self-reported gains, and college grades) and student persistence from the first to second year. Results from a series of logistic regressions indicated that students’ grade-point averages had the largest explanatory power in student persistence, followed by self-reported gains. Direct-assessment learning gains had the least power in explaining persistence. The findings have implications for the national conversation on student success in college.

Key words

Student learning Persistence College outcomes 

Copyright information

© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  • Shouping Hu
    • 1
  • Alexander C. McCormick
    • 2
  • Robert M. Gonyea
    • 2
  1. 1.Department of Educational Leadership and Policy Studies, College of EducationFlorida State UniversityTallahasseeUSA
  2. 2.Center for Postsecondary ResearchIndiana UniversityBloomingtonUSA

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