Relationship Between Interaction and Academic Achievement Among Students in Manufacturing Programs in Two-Year Technical Colleges

• In Event: Strategies for Facilitating Student Success at Community Colleges

Abstract

The study explored the relationship between academic achievement and different types of interaction among students in manufacturing programs at four technical colleges in a Midwestern state. Data from the Community College Survey of Student Engagement (CCSSE) were used, matched with official transcript data for a sample of 506 students in manufacturing programs. Confirmatory factor analysis indicated that these students engaged in three types of interaction based on the underlying motives. Multiple regression analysis demonstrated that only interaction as learner-initiated educational engagement was associated with cumulative GPA when other relevant variables were controlled for. Our findings shed light on the importance of motives of interaction and the significance of interaction for broader educational engagement in learning for manufacturing students’ academic achievement.

Authors

• Hsun-yu Chan, University of Wisconsin - Madison

• Xueli Wang, University of Wisconsin - Madison