First-year composition and transfer: a quantitative study

5.00
Hdl Handle:
http://hdl.handle.net/10547/622064
Title:
First-year composition and transfer: a quantitative study
Authors:
Williams, James D.; Hattori, Minami
Abstract:
The present study investigated the effect of writing pedagogy on transfer by examining the effect of pedagogical orientation (WAC/WID or ‘traditional’) on content-area grades. Participants were 1,052 undergraduates from 17 schools throughout the United States. Hypothesis was that the WAC/WID orientation would lead to higher transfer levels as measured by participants’ higher content-area performance. Composition grades were collected in year one; content-area grades where collected in year two. Propensity scores were calculated to stratify the groups and minimize selection bias of writing-class assignment, thereby allowing quasi-causal inference. An ANOVA was performed on the resulting 2-by-5 stratified data. Results indicated that students who completed the WAC/WID composition classes received significantly higher content grades than those in the ‘traditional’ writing classes. The results confirmed the hypothesis.
Affiliation:
Soka University; University of Notre Dame
Citation:
Williams, J.D., Hattori, M. (2017) 'First-year composition and transfer: a quantitative study' Journal of pedagogic development 7 (1) 8-21
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Mar-2017
URI:
http://hdl.handle.net/10547/622064
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/issue/viewIssue/29/7
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorWilliams, James D.en
dc.contributor.authorHattori, Minamien
dc.date.accessioned2017-03-17T10:01:14Z-
dc.date.available2017-03-17T10:01:14Z-
dc.date.issued2017-03-
dc.identifier.citationWilliams, J.D., Hattori, M. (2017) 'First-year composition and transfer: a quantitative study' Journal of pedagogic development 7 (1) 8-21en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/622064-
dc.description.abstractThe present study investigated the effect of writing pedagogy on transfer by examining the effect of pedagogical orientation (WAC/WID or ‘traditional’) on content-area grades. Participants were 1,052 undergraduates from 17 schools throughout the United States. Hypothesis was that the WAC/WID orientation would lead to higher transfer levels as measured by participants’ higher content-area performance. Composition grades were collected in year one; content-area grades where collected in year two. Propensity scores were calculated to stratify the groups and minimize selection bias of writing-class assignment, thereby allowing quasi-causal inference. An ANOVA was performed on the resulting 2-by-5 stratified data. Results indicated that students who completed the WAC/WID composition classes received significantly higher content grades than those in the ‘traditional’ writing classes. The results confirmed the hypothesis.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/issue/viewIssue/29/7en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjecttransferen
dc.subjectacademic performanceen
dc.subjectcompositionen
dc.subjectpedagogyen
dc.subjecthigher educationen
dc.titleFirst-year composition and transfer: a quantitative studyen
dc.typeArticleen
dc.contributor.departmentSoka Universityen
dc.contributor.departmentUniversity of Notre Dameen
dc.identifier.journalJournal of pedagogic developmenten
This item is licensed under a Creative Commons License
Creative Commons
All Items in UOBREP are protected by copyright, with all rights reserved, unless otherwise indicated.