Academic Skill Development - Inquiry Seminars Can Make a Difference: Evidence from a Quasi-Experimental StudyReport as inadecuate




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International Journal for the Scholarship of Teaching and Learning, v3 n1 Article 9 Jan 2009

This paper examines whether a single first-year inquiry-based seminar can have a lasting impact on students' academic skills. Fifty-four Inquiry students and 71 comparable students participated in three performance tests: a research skills exercise; an evaluation of oral presentation ability; and a test of critical reasoning and teamwork skills. In addition, participants completed a questionnaire focusing on learning approaches and experiences. The study demonstrates the feasibility of measuring long-term effects of relatively small educational interventions. Findings indicate that although universities may not be developing the skills they assume, a single first-year inquiry seminar can have far reaching effects on academic skill development and these skills are typically lasting.

Descriptors: Skill Development, Inquiry, Quasiexperimental Design, Evidence, First Year Seminars, Research Skills, Questionnaires, Intervention, Academic Ability, Learning Experience, Learning Processes, Sustainability, Active Learning, Critical Thinking, Information Skills, Self Evaluation (Individuals), College Freshmen, Foreign Countries

Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij[at]georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/





Author: Justice, Christopher; Rice, James; Warry, Wayne

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1187&id=EJ1136523



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