The Convergent and Discriminant Validity of NSSE Scalelet Scores

Pike, Gary R.

doi:10.1353/csd.2006.0061

Cited by 65 publications

(55 citation statements)

References 21 publications

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“…Students' experiencing academic challenge (given opportunity to develop thinking, writing, application skills, etc) followed next as a contributor to students' growth and word of mouth recommendation. This confirms research findings of Pike (2006) that different types of student engagement have been found to be differently related to learning outcomes. For example, greater involvement with writing was positively related to gains in general education and in writing, and experience with information technology was positively related to gains in practical skills.…”

Section: Discussionsupporting

confidence: 90%

“…Items were selected from the COS that measured students' time allocations and engagement in various activities reflecting benchmarks of effective educational practices, in addition to valued outcomes like students' growth, satisfaction, and their recommendation of the University. Such an approach of developing institutional scalelets was recommended by Pike (2006) for institutions not participating in NSSE but is using other instruments and who wanted to document impact on students' development and learning. Appendix provides list of COS items used to answer research questions.…”

Section: Procedures and Measurementioning

confidence: 99%

“…Studies show that engagement is positively related to test scores and students' reports of learning (Gellin, 2003;Kuh, Hu, & Vesper, 2000;Pike, Kuh, & Gonyea, 2003) and that institutional actions influence levels of engagement and learning on campus (Kuh, Schuh, Whitt, & Associates, 1991). Moreover, different types of engagement have been found to be differentially related to learning outcomes (Pike, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Investigating Conditions for Student Success at an American University in the Middle East

Hassan

2014

HES

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It is of great significance to an institution of higher education to meet its goals and to establish its institutional effectiveness and that it has a framework for discussing its institutional performance results, accordingly this study aims to investigate a) the conditions for student success at the University with respect to the five benchmarks of effective educational practices (Kuh, 2009); b) significant differences in conditions for student success across important student populations (gender, GPA, number of credits completed, and academic year); and c) how do these conditions contribute to outcomes valued by the institution (students' growth, satisfaction, and recommendation of the University). Responses of 1853 students' on the College Outcomes Survey (COS) for years 2007-2010 were used to answer the various research questions of the study. COS Items were selected that measured students' time allocations and engagement in various activities reflecting effective educational practices, in addition to valued outcomes. Data analysis involved first testing the measurement model and estimating overall fit of the data using confirmatory factor analysis (CFA). Descriptive statistics, and correlations were reported for the benchmarks of effective educational practices, and differences in benchmark experiences by subgroup were investigated. Finally, a structural model tested the influence of benchmarks of academic practice on valued outcomes and a regression was conducted to investigate relationship between student activities and the benchmarks. Results revealed good fit of the data for the model, identified University's performance on benchmarks of effective educational practices and their relationship to outcomes valued by the University. Implications for practice were discussed.

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Section: Discussionsupporting

confidence: 90%

Section: Procedures and Measurementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigating Conditions for Student Success at an American University in the Middle East

Hassan

2014

HES

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“…La validez y confiabilidad de la encuesta se ha demostrado en diversos estudios (National Survey of Student Engagement, 2012a; Kuh, Cruce, Shoup, Kinzie & Gonyea, 2008;Pike, 2006) e incluye una versión en español que ha sido empleada hasta el momento en México, Puerto Rico y España.…”

Section: Introductionunclassified

Compromiso Estudiantil en el Contexto Universitario Colombiano y Desempeño Académico

Báez

Bermúdez

Rubiano-Bello

et al. 2014

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Despite the increase in Latin America of Higher Education coverage, grave dropout problems persist that question the role of educational experiences to foster students' academic engagement. This study was carried out in Colombia and sought to establish the relationship between the five benchmarks that compose academic engagement and the academic performance of a group of Colombian university students. The transversal and correlational study used the Spanish version of the National Survey of Student Engagement (NSSE) that measures students' level of participation in five dimensions: Academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment and its relationship to academic performance. The findings of 1906 students from 7 universities indicate that there are statistically significant, but weak correlations between the items that compose the benchmarks and students' academic performance, which lead to reflect upon key aspects to strengthen the education experiences offered to university students. ResumenA pesar de la ampliación de la cobertura en la educación superior latinoamericana, persisten graves problemas de deserción que llevan a cuestionar el papel de las experiencias educativas en el fomento del compromiso académico de los estudiantes. Esta investigación se realizó en Colombia y buscó determinar la relación que existe entre el compromiso estudiantil y el desempeño académico de un grupo de universitarios colombianos. El estudio transversal y correlacional empleó la versión en español de la encuesta National Survey of Student Engagement (NSSE) que mide el nivel de participación de los estudiantes en cinco dimensiones: reto académico, aprendizaje activo y colaborativo, interacción con docentes y personal administrativo, experiencias educativas enriquecedoras y apoyo institucional. Los hallazgos de 1906 estudiantes de 7 universidades señalan que existen correlaciones estadísticamente significativas, aunque débiles, entre los índices del compromiso estudiantil y el promedio académico, y conducen a reflexionar sobre aspectos claves para el fortalecimiento de las experiencias educativas que se ofrecen al universitario. KeywordsStudent dropout, retention, higher education, student engagement, academic performance, NSSE, academic challenge, active and collaborative learning, studentfaculty interaction, enriching educational experiences, and supportive campus environment. DescriptoresDeserción estudiantil, abandono escolar, retención, educación superior, compromiso estudiantil, desempeño académico, NSSE, reto académico, aprendizaje activo y colaborativo, interacción con docentes y personal administrativo, experiencias educativas enriquecedoras, apoyo institucional.

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“…In commenting on the results of previous research employing NSSE data, Pike (2006) noted that use of a common method to measure the IVs and DVs can be problematic.…”

Section: Limitations Of This Researchmentioning

confidence: 99%

Critical-Thinking Pedagogy and Student Perceptions of University Contributions to Their Academic Development

Beachboard

2010

InformingSciJ

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Colleges and universities are increasingly being called upon to demonstrate that they are indeed educating students and to justify the increasing tuition fees they charge (Education Consortium, 2006). Using data collected as part of the 2005 National Survey of Student Engagement (NSSE), this study examines the relationship between the assignment of higher order thinking activities during programs of study and student perceptions of the extent to which their universities have contributed to their general academic development and job preparation. The empirical evidence provided by this study indicates that the extra efforts faculty exert to engage their students in higher order thinking activities make a difference and are acknowledged, at least implicitly, by students as contributing to the development of critical life skills.

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The Convergent and Discriminant Validity of NSSE Scalelet Scores

Cited by 65 publications

References 21 publications

Investigating Conditions for Student Success at an American University in the Middle East

Investigating Conditions for Student Success at an American University in the Middle East

Compromiso Estudiantil en el Contexto Universitario Colombiano y Desempeño Académico

Critical-Thinking Pedagogy and Student Perceptions of University Contributions to Their Academic Development

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