Passing Rates, Course Grades, and Research Instruction: An Eight-Year Study of Community College Students
Abstract
This study investigates the impact of targeted one-shot research instruction (RI)
on course grades and passing rates of 50,901 community college students across
various research-based courses over eight years. It examines RI’s impact on different
student status types, whether RI is associated with higher outcomes of both
college-ready (CR) and not-college-ready (NCR) students, if RI is still correlated with
higher outcomes when chronically absent students are removed from all groups,
and whether factoring in RI attendance significantly clarifies results. In each case, the
findings indicate that RI is correlated with higher grades and passing rates. Taking
attendance during RI is a crucial factor in accurately measuring results
on course grades and passing rates of 50,901 community college students across
various research-based courses over eight years. It examines RI’s impact on different
student status types, whether RI is associated with higher outcomes of both
college-ready (CR) and not-college-ready (NCR) students, if RI is still correlated with
higher outcomes when chronically absent students are removed from all groups,
and whether factoring in RI attendance significantly clarifies results. In each case, the
findings indicate that RI is correlated with higher grades and passing rates. Taking
attendance during RI is a crucial factor in accurately measuring results
Copyright Stephanie C. Gillespie
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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