Exposure to effective instruction and college student persistence: A multi-institutional replication and extension.

Ernest T. Pascarella
Mark H. Salisbury
Charles Blaich

Issue 9, p. 26, March 2010

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Ernest T. Pascarella, Mark H. Salisbury, the University of Iowa & Charles Blaich, Wabash College, A shortened translation and adaptation

This may be of some considerable importance for institutional policy since it would mean that classroom instructional practices stemming from learnable faculty skills may contribute to an institution’s ability to retain students. Our results generally replicate this previous finding and suggest that the net effect on persistence of exposure to organized and clear instruction is the same across institutional type (research universities, regional institutions, community colleges, and liberal arts colleges) and the same for students with different levels of tested precollege academic preparation. This article generalizes findings of previous studies each done in a single academic institution, to a variety of types of colleges and universities. The study shows that exposure to organized and clear classroom instruction may have a positive net impact on first-year student persistence-operationally defined as the probability of returning to an institution for the second year of postsecondary education. This may be of considerable importance for institutional policy since it would mean that classroom instructional practices stemming from learnable faculty skills may contribute to an institution’s ability to retain students.

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ISSN: 2223-8298

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Exposure to effective instruction and college student persistence: A multi-institutional replication and extension.

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