The Impact of Class Size and Number of Students on Outcomes in Higher Education

Numerous studies have investigated the impact of class size on student outcomes. This analysis contributes to this discussion by examining the impact of class size on student outcomes in higher education. Additionally, this paper investigates the importance of student load (total number of students taught across all courses) in educational outcomes. We find that both class size and student load negatively impact student assessments of courses and instructors. Large classes and heavy student loads appear to prompt faculty to alter their courses in ways deleterious to students

Financial Literacy: Impact on Student Success

Financial literacy has proven to be an essential skill for young adults to help in achieving success and reaching one’s potential. Many studies find that those with a stronger background in financial literacy are more likely to demonstrate positive behaviors, both financially and in other areas. This study will attempt to draw a link between Bryant University students’ background in financial literacy and benefits within the college classroom. Specifically, my study will look at whether having a stronger background in financial literacy leads to increased confidence in the classroom, decreased accounting anxiety, and superior academic performance. The study uses primary data gathered by administering a survey to 300 Bryant undergraduate students. The results of this study can be used by students and faculty alike in determining and cultivating a potential driver of success for students

What Students Tell Us About School If We Ask

This article examines what school climate factors students perceive as helping them be successful in school, and what school administrators can do to aid the process. Specifically, the questions that drove this inquiry were How does sociocultural theory impact student voice and student engagement in the classroom? How does caring pedagogy impact student voice and student engagement in the classroom? What school climate factors do students perceive as helping them to be successful in school

Academic Performance among Student Library Employees: How Library Employment Impacts Grade Point Average and Perception of Success

The study of college student employment and its effects on retention, academics, and student satisfaction is not new and yet has come to varying conclusions; also, very little has been reviewed on what impact a student’s place of employment may have on their academics. This research examines student employees at a college library and how that specific type of employment has impacted the academic success of those employees. The study used a combination of data, comparing their cumulative grade point average with survey results asking about their perception of the effect library employment had on their academics. The overwhelming majority of students felt that library employment had a positive impact on their academics and this perception was confirmed by their collective, average GPAs when compared to that of their peers. This research expands the knowledge not only in the potential impact of place on academics but also in how college libraries perceive their impact upon student employees and the benefits of such employment

Graduate Student Impairment: The Impact on Counselor Training Programs

This article focuses on the issue of student impairment in graduate level counselor training programs and the factors that affect it, including: A definition of graduate student impairment; the prevalence of student impairment in counselor training programs; an explanation of the legal consequences when addressing student impairment; organizational issues in universities dealing with this issue; and, the impact of graduate student impairment on the counseling professions

An analysis of factors of importance to international postgraduate students from Asia studying in Victorian universities

Student satisfaction is a key strategic variable in maintaining a competitive position in the international education market by Australian universities. The universities are facing the challenge of rising student expectations of quality, service and value for money, and the need to increase the satisfaction level of their students to retain and improve international student numbers. This process requires universities to carefully analyse the key factors contributing to student satisfaction.Using logistic regression analysis with factor scores and aggregated satisfaction scores, this study examines the relative importance of factors and their impact on the satisfaction levels of international postgraduate students from four Asian countries studying at Victorian universities. The study concludes that the dominant factors that impact on student satisfaction include the quality of education, student facilities, reputation of the institutions, the marketability of their degrees for better career prospects, and the overall customer value provided by the universities.<br /

Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research

The impact of innovative assessment on student experience in higher education is a neglected research topic. This represents an important gap in the literature given debate around the marketization of higher education, international focus on student satisfaction measurement tools and political calls to put students at the heart of higher education in the UK. This paper reports on qualitative findings from a research project examining the impact of assessment preferences and familiarity on student attainment and experience. It argues that innovation is defined by the student, shaped by diverse assessment experiences and preferences and therefore its impact is difficult to predict. It proposes that future innovations must explore assessment choice mechanisms which allow students to shape their own assessments. Cultural change and staff development will be required to achieve this. To be accepted, assessment for student experience must be viewed as a complementary layer within a complex multi perspective model of assessment which also embraces assessment of learning, assessment for learning and assessment for life long learning. Further research is required to build a meta theory of assessment to enhance the synergies between these alternative approaches and to minimise tensions between them