Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses
The following report addresses the impact of preparatory education on first year science grades at two Ontario-based universities. Specifically, the impact of high school and university level preparatory courses on their respective first year university grades will be addres...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Society for Teaching and Learning in Higher Education
2019-05-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/7996/6575 |
| _version_ | 1811261730769076224 |
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| author | Matthew Sigal Shoshanah Jacobs |
| author_facet | Matthew Sigal Shoshanah Jacobs |
| author_sort | Matthew Sigal |
| collection | DOAJ |
| description | The following report addresses the impact of preparatory education on first year science grades at two Ontario-based universities. Specifically, the impact of high school and university level preparatory courses on their respective first year university grades will be addressed. A variety of analytic and visualization-based strategies will be employed to outline a narrative about who is taking such courses, and the impact of these courses on student learning. Overall, conclusions point to the usefulness of preparatory education, and for institutions to continue to provide supplementary courses as scaffolding for undergraduate students.
Le rapport qui suit traite de l’impact de la formation préparatoire sur les notes des étudiants en sciences de première année dans deux universités de l’Ontario. En particulier, il s’agira d’examiner l’impact des cours préparatoires aux niveaux secondaire et universitaire sur les notes obtenues en première année à l’université. Diverses stratégies analytiques et de visualisation seront employées pour brosser les grandes lignes afin d’expliquer qui sont ceux qui suivent de tels cours et l’impact de ces cours sur l’apprentissage des étudiants. D’une manière générale, les conclusions indiquent que la formation préparatoire est utile et préconisent que les établissements continuent à offrir des cours supplémentaires qui serviront de point de départ aux étudiants de premier cycle. |
| first_indexed | 2024-04-12T19:11:03Z |
| format | Article |
| id | doaj.art-45fc6fe239604270bf97f468d6da5de4 |
| institution | Directory Open Access Journal |
| issn | 1918-2902 1918-2902 |
| language | English |
| last_indexed | 2024-04-12T19:11:03Z |
| publishDate | 2019-05-01 |
| publisher | Society for Teaching and Learning in Higher Education |
| record_format | Article |
| series | Canadian Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-45fc6fe239604270bf97f468d6da5de42022-12-22T03:19:53ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning1918-29021918-29022019-05-01101https://doi.org/10.5206/cjsotl-rcacea.2019.1.7996Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM CoursesMatthew Sigal0Shoshanah Jacobs1Simon Fraser UniversityUniversity of GuelphThe following report addresses the impact of preparatory education on first year science grades at two Ontario-based universities. Specifically, the impact of high school and university level preparatory courses on their respective first year university grades will be addressed. A variety of analytic and visualization-based strategies will be employed to outline a narrative about who is taking such courses, and the impact of these courses on student learning. Overall, conclusions point to the usefulness of preparatory education, and for institutions to continue to provide supplementary courses as scaffolding for undergraduate students. Le rapport qui suit traite de l’impact de la formation préparatoire sur les notes des étudiants en sciences de première année dans deux universités de l’Ontario. En particulier, il s’agira d’examiner l’impact des cours préparatoires aux niveaux secondaire et universitaire sur les notes obtenues en première année à l’université. Diverses stratégies analytiques et de visualisation seront employées pour brosser les grandes lignes afin d’expliquer qui sont ceux qui suivent de tels cours et l’impact de ces cours sur l’apprentissage des étudiants. D’une manière générale, les conclusions indiquent que la formation préparatoire est utile et préconisent que les établissements continuent à offrir des cours supplémentaires qui serviront de point de départ aux étudiants de premier cycle.https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/7996/6575preparatory educationregressionvisualizationintroductory science |
| spellingShingle | Matthew Sigal Shoshanah Jacobs Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses Canadian Journal for the Scholarship of Teaching and Learning preparatory education regression visualization introductory science |
| title | Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses |
| title_full | Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses |
| title_fullStr | Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses |
| title_full_unstemmed | Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses |
| title_short | Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses |
| title_sort | preparing for university an applied analysis on the efficacy of 4u and university level preparatory stem courses |
| topic | preparatory education regression visualization introductory science |
| url | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/7996/6575 |
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