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Does Active Learning Contribute to Transfer Intent Among 2-Year College Students Beginning in STEM?

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  • Xueli Wang
  • Ning Sun
  • Seo Young Lee
  • Brit Wagner

Abstract

This study explored whether and how beginning 2-year college students’ engagement in active learning within science, technology, engineering, and mathematics (STEM) classrooms is related to their intent to transfer to a 4-year institution. Despite the potentially important role active learning experiences play in shaping 2-year college students’ intent to transfer upward, there is a dearth of research to investigate this relationship. To fill this gap, we explored the linkage between active learning and intent to transfer. In addition, we explored whether and how transfer self-efficacy may mediate this relationship. Based on survey data collected from a statewide sample of 1st-year 2-year college students beginning in STEM programs or courses and controlling for student entry characteristics and postsecondary factors, a path analysis of mediation revealed that active learning is directly related to transfer intent and exerts an indirect relationship through its positive influence on transfer self-efficacy.

Suggested Citation

  • Xueli Wang & Ning Sun & Seo Young Lee & Brit Wagner, 2017. "Does Active Learning Contribute to Transfer Intent Among 2-Year College Students Beginning in STEM?," The Journal of Higher Education, Taylor & Francis Journals, vol. 88(4), pages 593-618, July.
    • Handle: RePEc:taf:uhejxx:v:88:y:2017:i:4:p:593-618
    DOI: 10.1080/00221546.2016.1272090
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    Cited by:

    1. Peter Riley Bahr & Claire A. Boeck & Phyllis A. Cummins, 2022. "Is Age Just a Number? A Statewide Investigation of Community College Students’ Age, Classroom Context, and Course Outcomes in College Math and English," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(4), pages 631-671, June.
    2. Elizabeth S. Park & Federick Ngo & Tatiana Melguizo, 2021. "The Role of Math Misalignment in the Community College STEM Pathway," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(4), pages 403-447, June.
    3. Hsun-Yu Chan & Xueli Wang, 2018. "Momentum Through Course-Completion Patterns Among 2-Year College Students Beginning in STEM: Variations and Contributing Factors," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(6), pages 704-743, September.

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