The purpose of the study was to improve student learning outcomes in a First Year course, by implementing strategies based on sound theoretical frameworks. On evaluating the student academic outcome in the First Year Experience (FYE) program, it was observed that a student’s performance in an academic task did not necessarily reflect their level of knowledge. As the majority of academic tasks involve a written component, we focused on improving a range of skills associated with academic writing within normal classroom activities: concept mapping, argument development and formation of linkages within written work Student success were not uniform. We believe that students who benefited most from these interventions were those with greatest commitment to learning.
|Publication status||Published - 2007|