Culminating Project Title
Date of Award
Culminating Project Type
Higher Education Administration: Ed.D.
Educational Administration and Higher Education
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Student Performance on Learning Outcomes
In response to increased attention within higher education to develop essential learning outcomes, faculty and administrators have worked to measure students’ performance in relation to these outcomes. Students’ learning is often measured through standardized tests or students’ perception of their learning, rather than authentic learning that is connected to the curriculum. This study incorporated results from one institution’s involvement in the Association of American Colleges and Universities (AAC&U) project to assess learning outcomes using the Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics. The learning outcomes assessed included critical thinking, quantitative literacy, and written communication. The purpose of this quantitative study was to identify relationships between students’ demographic background characteristics, collegiate experiences, and performance on three learning outcomes. The independent variables included race/ethnicity, age, gender, socioeconomic status, program of study, credit hours and degree level. Astin’s I-E-O model was used as a framework for my study to determine whether students grow or change differently based on the characteristics students bring to college and what they experience in college, and compared these variables with their performances on outcomes after exposure to the environment. The institution was a Midwestern 2-year public community college. Data collected were analyzed using multiple linear regressions to determine which independent variables had statistically significant relationships with higher scores on the three learning outcomes. The findings suggested that health majors and students increase in age scored higher in critical thinking, African American students and business and math majors scored higher in quantitative literacy, and females and Asian students scored lower in critical thinking.
Norman, Cheryl R., "Students' Performance on Institutional Learning Outcomes" (2017). Culminating Projects in Higher Education Administration. 12.