Predictable Achievement Patterns for Student Journals in Introductory Earth Science Courses
Student journals encourage more frequent thinking about course topics, foster development of writing skills, provide feedback about course content and administration, and mitigate exam anxiety. Measures of academic 'ability' and other student characteristics were found to correlate with journal grades. This was unexpected. For example, grades correlated positively with exam scores and GPA, and correlations varied widely among the disciplines represented by the students. Females consistently earned higher journal grades than males. Segmentation modelling (SPSS) identified important subgroups involving gender, age, exam scores and major subject. The journal assignment is, therefore, not equally beneficial for all students.
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Document Type: Research Article
Publication date: 01 March 2001