Studying alone, reading and writing more, are helpful
A new study provides disturbing answers to questions about how much students actually learn in college — for many, not much — and has inflamed a debate about the value of an American higher education.
The research of more than 2,300 undergraduates found 45 percent of students show no significant improvement in the key measures of critical thinking, complex reasoning and writing by the end of their sophomore years.
One problem is that students just aren’t asked to do much, according to findings in a new book, “Academically Adrift: Limited Learning on College Campuses.” Half of students did not take a single course requiring 20 pages of writing during their prior semester, and one-third did not take a single course requiring even 40 pages of reading per week…
The study, an unusually large-scale effort to track student learning over time, comes as the federal government, reformers and others argue that the U.S. must produce more college graduates to remain competitive globally. But if students aren’t learning much that calls into question whether boosting graduation rates will provide that edge.
I’ve been arguing for a long time that graduation rates, in and of themselves, are meaningless.
Students who studied alone, read and wrote more, attended more selective schools and majored in traditional arts and sciences majors posted greater learning gains.
No surprises here, especially regarding the nonsense that somehow working in groups will magically improve student performance.
Social engagement generally does not help student performance. Students who spent more time studying with peers showed diminishing growth….
Read it all, and see if anything surprises you.
The field of education is full of texts from new faces on the proper way to teach– always some idea that has somehow escaped the imagination of lesser mortals. And there is always some fool ready to buy a couple cases to hand out as required reading for his teaching staff.