Effects of Individualized and Structured College Curricula on Students' Performance and Satisfaction
Bibliographic Data
| ID | 8222012 |
|---|---|
| Authors | Darwin D Hendel (University of Minnesota System, corresponding author) |
| Year | 1985 |
| Volume | 22 |
| Issue | 1 |
| Pages | 117 |
| Publication date | 1985-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1162991 |
| OpenAlex | W4254116313 |
| Language | EN |
The present study compared the effects of individualized and structured curricula on the academic performance and follow-up satisfaction of 428 students who applied for admission to an individualized degree program at a large midwestern institution. Results of this randomized experiment indicated that the two groups were indistinguishable in persistence, graduation rate, academic success, and overall course selection patterns, but that they differed significantly in their evaluation at follow-up of their undergraduate education
Academic achievement · Curriculum · Higher education · Individualized instruction · Mastery Learning · Mathematics education · Medical education · Pedagogy · Political science · Teaching method · Higher Education Research Studies · Medical Education and Admissions · Medicine · Psychology · Student Assessment and Feedback
| Highly cited | No |
|---|