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Cooperative learning, student characteristics, and persistence: an experimental study in an engineering physics course
16 references·0 citing·33 second hop
Cooperative learning, student characteristics, and persistence: an experimental study in an engineering physics course (2019)Cooperative learning, student characteris…The Gendered Effect of Cooperative Education, Contextual Support, and Self-Efficacy on Undergraduate Retention (2014)The Gendered Effect of Cooper…Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering (2014)Engineering Dropouts: A Quali…The Effectiveness of Cooperative Learning (2012)The Effectiveness of Cooperat…Cooperative Learning: Integrating Theory and Practice (2007)Cooperative Learning: Integra…Pedagogies of Engagement: Classroom-Based Practices (2005)Pedagogies of Engagement: Cla…An Examination of Indicators of Engineering Students' Success and Persistence (2005)An Examination of Indicators …Turning Student Groups into Effective Teams (2004)Turning Student Groups into E…Making the Most of College (2001)Making the Most of CollegeInteractive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Interactive-engagement versus…Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering (1997)Characteristics of Freshman E…What Matters in College? Four Critical Years Revisited. (1994)What Matters in College? Four…Leaving College (1994)Leaving CollegeWhat Matters in College? Four Critical Years Revisited. Jossey-Bass Higher and Adult Education Series. (1993)What Matters in College? Four…Force concept inventory (1992)Force concept inventoryA power primer. (1992)A power primer.Leaving College: Rethinking the Causes and Cures of Student Attrition (1988)Leaving College: Rethinking t…A Social Information Processing Approach to Job Attitudes and Task Design (1978)Collaborative Learning: A Sourcebook for Higher Education. (1992)Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis (1999)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators (2014)The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels (2020)Dropout from Higher Education: A Theoretical Synthesis of Recent Research (1975)Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students' Sense of Belonging (1997)Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. (2004)The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving (1992)Active learning increases student performance in science, engineering, and mathematics (2014)A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes (1995)Assessment in practice: Putting principles to work on college campuses (1996)Why They Leave: Understanding Student Attrition from Engineering Majors (2013)Measuring Undergraduate Students' Engineering Self‐Efficacy: A Validation Study (2016)Does Active Learning Work? A Review of the Research (2004)Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence (2011)It's not about seat time: Blending, flipping, and efficiency in active learning classrooms (2014)Cooperative Learning: The Foundation for Active Learning (2019)RESEARCH AND PRACTICE OF STUDENT RETENTION: WHAT NEXT? (2006)Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence (2008)Peer Instruction: Ten years of experience and results (2001)Where's the evidence that active learning works? (2006)The Flipped Classroom: A Survey of the Research (2020)Efficacy of the Theory of Planned Behaviour: A meta‐analytic review (2001)A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. (2002)Using PLS Path Modeling for Assessing Hierarchical Construct Models: Guidelines and Empirical Illustration1 (2009)The transition to college: Diverse students, diverse stories (1994)The value of student engagement for higher education quality assurance (2005)Factors influencing faculty satisfaction with online teaching and learning in higher education (2009)Determinants of business student satisfaction and retention in higher education: applying Herzberg's two‐factor theory (2005)New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013)
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References

  • 1992A power primer.42,571 cited
  • 1988Leaving College: Rethinking the Causes and Cures of Student Attrition7,369 cited
  • 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses6,068 cited
  • 1994What Matters in College? Four Critical Years Revisited.5,745 cited
  • 1992Force concept inventory3,233 cited
  • 2005Pedagogies of Engagement: Classroom-Based Practices1,551 cited
  • 1994Leaving College1,523 cited
  • 2004Turning Student Groups into Effective Teams738 cited
  • 1993What Matters in College? Four Critical Years Revisited. Jossey-Bass Higher and Adult Education Series.733 cited
  • 1997Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering436 cited
  • 2001Making the Most of College356 cited
  • 2005An Examination of Indicators of Engineering Students' Success and Persistence346 cited
  • 2007Cooperative Learning: Integrating Theory and Practice305 cited
  • 2014Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering268 cited
  • 2012The Effectiveness of Cooperative Learning162 cited

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  • 2014The Gendered Effect of Cooperative Education, Contextual Support, and Self-Efficacy on Undergraduate Retention125 cited
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