Diversity

DEEPENING FIRST-YEAR STUDENTS’ THINKING

The Effects of Deep Approaches to Learning on Three Outcomes

Thomas F. Nelson Laird, Tricia A. Seifert, Ernest T. Pascarella, Matthew J. Mayhew, & Charles F. Blaich

11/17/1136th Annual Conference of the Association for the Study of Higher

Education

Brief Background

College students should become Better thinkersMore prone to take up effortful cognitive

activityConsumers of literature

Deep approaches to learning (DAL)

DAL and cognitive outcomesRange of outcomes narrowMost studies very localized

Purpose

Estimate the relationship between DAL and three dimensions of cognitive development among a broad sample of first-year students

Data & Samples

Wabash National Study of Liberal Arts Education

19 institutions (3 research univ, 3 regional univ, 2 community colleges, 11 liberal arts)

Incoming, first-year, full-time students

Data collection fall 2006 and spring 2007

Dependent Measures

CAAP-CTT (half the sample got this)Captures students’ ability to clarify, analyze,

evaluate, and extend arguments (ACT)

Need for Cognition Scale (NCS)Measures one’s “tendency to engage in and

enjoy effortful cognitive activity” (Cacioppo et al., 1996)

Positive Attitudes toward LiteracyMeasures student’s enjoyment of literacy

activities (e.g., reading poetry & literature, reading scientific & historical material, & expressing ideas in writing)

Deep Approaches to Learning Overall DAL Scale

(Combination of 3 sub-scales below; = .82)

DAL Sub-ScalesHigher-order learning (4-items; = .75) Integrative learning (5-items; = .67) Reflective learning (3-items; = .76)

Analysis

CorrelationsWith precollege scoreWith end-of-first-year scorePartial correlation with end-of-first-year,

controlling for precollege score

Regression on end-of-first-year scoreWith overall DAL scaleWith 3 sub-scales

CAAP CTT Correlations HOL IL RL

Overall DAL Scale

Correlation with precollege score

.050 .093*** .175*** .126***

Correlation with end-of-first-year score

.045 .103*** .183*** .131***

Partial with end-of-first-year score controlling for precollege score

.009 .018 .073** .051

NCSCorrelations HOL IL RL

Overall DAL Scale

Correlation with precollege score

.256*** .318*** .349*** .382***

Correlation with end-of-first-year score

.271*** .350*** .382*** .414***

Partial with end-of-first-year score controlling for precollege score

.125*** .180*** .196*** .211***

PATLCorrelations HOL IL RL

Overall DAL Scale

Correlation with precollege score

.163*** .303*** .327*** .327***

Correlation with end-of-first-year score

.178*** .343*** .346*** .359***

Partial with end-of-first-year score controlling for precollege score

.086*** .185*** .163*** .184***

Regression Coefficients CAAP CTT NCS PATL

Overall DAL scale .028 .150*** .127***

Higher-order learning

-.027 .023 -.019

Integrative learning .007 .073** .113***

Reflective learning .060* .096*** .069***

Discussion & Implications

DAL related to all three outcomesReflective learning uniquely affected all

outcomes Integrative learning—unique effects on 2Higher-order learning—no unique effects

Institutions, faculty, & first-year students can do better

Better critical thinking tasks likely needed

DAL worked for all groups about equally

Future Research

More outcomes

More years

Critical thinking and similar measures

Thank you!

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