Investigation of Student Learning Gain in College: A Longitudinal Study

• In Event: 65.081 - Poster Session 14
  In Poster Session: 65.081-9 - Division J Section 1 Poster Session

Abstract

This study examines the longitudinal growth of college students’ performance in critical thinking, reading, writing, and mathematics as assessed by the ETS Proficiency Profile (EPP). Students’ score differences between the first and the last testing occasions indicated their growth in college. Results revealed that (a) after being in college for one or two years, students did not make much gain except for in mathematics and critical thinking, (b) after three or more years, students made moderate gains on the total EPP and the four sub-domains, and (c) among various factors including gender, transfer status, number of hours working, and college experience indicated by time spent in college, college experience was the most significant predictor of students’ learning gain.

Authors

• Huili Liu, University of Maryland - College Park

• Ou Lydia Liu, ETS

• Katrina Crotts Roohr, Educational Testing Service