The Effects of Collaborative Curricular Interventions in Improving First-Year Students' Learning Attitudes and Behaviors

• In Event: Moscone Center North Roundtable Session 12
  In Roundtable Session: Innovative Investigations Into Student Outcomes

Abstract

The study examined if the participation in the First-Year Seminar course had significant effects on improving students learning attitudes and behaviors in 10 measured areas: Responsibility, Competition, Task-planning, Expectation, Wellness, Time-management, College Involvement, Family Involvement, Precision, and Persistence. Additionally, the authors tested for the differences in students learning attitudes between the five special student populations: first-time in college, summer bridge, international, out-of-state, and teacher pre-professionals. The results revealed statistically significant differences between pre and post-tests for each of the 10 factors. Moreover, the findings indicated that changes in students’ learning attitudes were not significantly different for any of the factors depending on the subgroup and that all five student populations equally benefited from participating in the seminar.

Authors

• Masha Krsmanovic, University of Southern Mississippi

• Jamil D. Johnson, Ph.D., University of Nevada - Las Vegas

• Thomas Cox, University of Central Florida