Should we trust math preparatory courses? An empirical analysis on the impact of students’ participation and attendance on short- and medium-term effects
| Autor: | Stefan Büchele |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Program evaluation
Economics and Econometrics Medical education Higher education business.industry education 05 social sciences Economics Econometrics and Finance (miscellaneous) Economics education 0211 other engineering and technologies Attendance Sample (statistics) 02 engineering and technology Term (time) Scale (social sciences) 0502 economics and business 021108 energy 050207 economics business Remedial education |
| Zdroj: | Economic Analysis and Policy. 66:154-167 |
| ISSN: | 0313-5926 |
| DOI: | 10.1016/j.eap.2020.04.002 |
| Popis: | Remedial courses, particularly in math, have become indispensable in today’s higher education landscape. However, large scale evaluation studies investigating the effectiveness of such courses find mixed results which is only one reason why remedial courses should not be trusted as a functional instrument in general. Besides the unclear impact on students’ skills, research mostly does not control properly for the students’ attendance in these courses. This study gives an insight into the differences in students’ participation, attendance and the resulting consequences for short-, and medium term effects. Therefore, over three periods of time, data on several variables and standardized skill-test outcomes was collected, leading to a sample of N = 1,236 students enrolled in subjects of economics to investigate short term effects, while a subsample of N = 501 students could be matched to measure a medium term effect using a fixed-effects approach. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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