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A comparative analysis of academic a...

Kramer, Scott William.

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A comparative analysis of academic achievement between cooperative and non-cooperative education students within the building science program at Auburn University (Alabama).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparative analysis of academic achievement between cooperative and non-cooperative education students within the building science program at Auburn University (Alabama)./
作者:	Kramer, Scott William.
面頁冊數:	89 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3583.
Contained By:	Dissertation Abstracts International64-10A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3108361

A comparative analysis of academic achievement between cooperative and non-cooperative education students within the building science program at Auburn University (Alabama).
Kramer, Scott William.

A comparative analysis of academic achievement between cooperative and non-cooperative education students within the building science program at Auburn University (Alabama). - 89 p.

Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3583.

Thesis (Ph.D.)--Purdue University, 2003.

This study compared the academic achievement of students who participated in a cooperative education program (co-op students) with the academic achievement of those students who did not participate (nonco-op students). The general hypothesis was that students who gained knowledge through co-op work experience would use that knowledge in subsequent coursework and achieve a higher grade point average (GPA) than students who did not participate in the co-op program. Historical data were analyzed on students (N = 460) who graduated from the building science program at Auburn University from 1996–2000.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A comparative analysis of academic achievement between cooperative and non-cooperative education students within the building science program at Auburn University (Alabama).
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245 1 0 $a A comparative analysis of academic achievement between cooperative and non-cooperative education students within the building science program at Auburn University (Alabama).
300 $a 89 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3583.
500 $a Major Professor: James D. Russell.
502 $a Thesis (Ph.D.)--Purdue University, 2003.
520 $a This study compared the academic achievement of students who participated in a cooperative education program (co-op students) with the academic achievement of those students who did not participate (nonco-op students). The general hypothesis was that students who gained knowledge through co-op work experience would use that knowledge in subsequent coursework and achieve a higher grade point average (GPA) than students who did not participate in the co-op program. Historical data were analyzed on students (N = 460) who graduated from the building science program at Auburn University from 1996–2000.
520 $a This study utilized a causal-comparative research design involving two-groups (co-op vs. nonco-op) that were self-selected. The students' grade point averages at the time they were accepted into the building science program was used as a baseline measurement to create four comparable subgroups of students: G1 (2.20 to 2.49 GPA), G2 (2.50 to 2.99 GPA), G3 (3.00 to 3.49 GPA), and G4 (3.50 to 4.00 GPA). The treatment group was the co-op students and the control group was the nonco-op students. The independent variable was STATUS (co-op vs. nonco-op) and the dependent variables of academic achievement were: cumulative GPA at time of graduation, GPA of five core building science classes, and GPA of five noncore building science classes.
520 $a There was a statistically significant difference between co-op students' and nonco-op students' GPA in the five core building science classes for groups G2 and G3 at the .05 level. In addition one group, G2, showed a statistically significant difference in cumulative GPA at time of graduation between co-op students and nonco-op students at the .05 level. However, none of the four groups G1 through G4 showed a statistically significant difference (p < .05) between co-op students and nonco-op students concerning the GPA scores of five noncore building science classes.
520 $a There is little evidence from this study to suggest that building science students who participate in a co-op program will improve their academic achievement in classes across the curriculum. However, <italic>some</italic> building science students' academic achievement may be significantly affected in classes where the course content is directly related to previous co-op work experience.
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