Testing the Patterns of Time Spent and Learning Effects between Resilient and Underachieved Groups

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Title:	Testing the Patterns of Time Spent and Learning Effects between Resilient and Underachieved Groups
Authors:	Chang, Dian-Fu;Huang, Yulan Huang
Keywords:	resilient students;underachieved students;time spent;workable knowledge and skills;higher education
Date:	2016-07-13
Issue Date:	2016-09-14 02:10:46 (UTC+8)
Abstract:	In recent years, the groups of undergraduate resiliency and underachievement have received great attention from teaching departments and administration departments after the mass higher education. The scholars of the research community have showed a lot of concerns. This study aims to analyze the patterns of time spent and learning effects between resilient and underachieved groups. Students’ learning intention has also been considered to test the correlation among these factors. Six universities were selected to participate in the survey, which included three public and three private universities in Taiwan. We invited 1,800 students base on their departments of these universities to fill out the questionnaires. This questionnaire survey assured the respondents’ confidentiality. A total of 1,191 students responded to the survey from March to May of 2015. The valid response rate was 66.16%. The resilient and underachieved students were selected by their SES and academic achievement in previous semester. In this study, 39 students fit the resilient group, and the other 40 students fit the underachieved group. Both t-test and correlation analysis were used to determine the group differences and their relationships in time spent, learning intention, and success in knowledge leaning, skills acquiring, and personal development. The results reveal the resilient students have stronger learning intention on participate in an internship, co‐op, field experience, student teaching, or clinical placement than do the underachieved students. Resident students spent more time on working for pay on campus and providing care for dependents. The learning effect differences from both groups are the resilient students have done better than that of underachieved students in writing clearly and effectively, speaking clearly and effectively, thinking critically and analytically, understanding people of other backgrounds, being an informed and active citizen. This study suggests there is no relationship between intent to learn and time spent in these special groups. Furthermore, there is no correlation between time spent and workable knowledge acquirement among these students. The findings may enhance the current knowledge to realize the time spent and learning effects among underachieved and resilient groups in higher education setting.
Relation:	Proceeding
Appears in Collections:	[Master's Program, Graduate Institute of Educational Policy and Leadership] Proceeding

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