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The influence of classroom design of freshman seminar on the social integration and retention of stem freshmen and full-time college freshmen

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Document pages: 9 pages

Abstract: Classroom design is related to students satisfaction and learning, but its impact on students memory is not clear. This exploratory study compared the impact of classroom design on social integration and retention of stem first-time full-time freshmen in their first-year seminar courses, and based on low mathematics placement scores (combined low mathematics (CLM) and separated low mathematics) by comparing classroom size (large (LL) and small (SL) Lectures), classroom form (lecture (SL) and flipped classroom (FC)) (SLM)). In order to understand the social integration of freshmen after the first semester, students completed a course credit survey, including the retention rate of freshmen returning to school in the second year. Almost alltudents in all classrooms had made friends in college; most had made friends with peers in the course and were spending time with them outside of class. Compared with LL students, SL reported lower satisfaction with their overall social life. More FC students were satisfied with their social life, and fewer found making friends to be harder than expected. These findings showed even greater disparities between groups for at-risk students. SLM students exhibited lower social integration than CLM students. The CLM flipped classroom retained the highest percentage of students at the university into the second year. Findings from the present study suggest that integrating at-risk students into a first-year seminar flipped classroom that matches student composition of the major benefits social integration and retention into the second year, for all students as well as those with low math scores.

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