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Investigating the Effects of Interdisciplinary Programs in a Research-Intensive University.

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Bibliographic Details
Title: Investigating the Effects of Interdisciplinary Programs in a Research-Intensive University.
Authors: Chi-Chen Chen1 chichen@mail.nsysu.edu.tw, Ching-Hui Lin1 chclin2100@mail.nsysu.edu.tw, Huang, Chia I.1 munine@gmail.com
Source: South East Asian Association for Institutional Research Conference Proceedings. 2019, Vol. 19, p458-465. 8p.
Subject Terms: *Educational outcomes, *Educational evaluation, *Universities & colleges, *Curriculum
Geographic Terms: Taiwan
Abstract: This article aims to investigate the effects of interdisciplinary programs on student learning outcomes in a research-intensive university of southern Taiwan. We examined how student characteristics are associated with the intention to take disciplinary courses and how learning outcomes students taking interdisciplinary courses differ from those who are not taking. Quantitative method was employed to analyze data derived from institutional student record between 2013 and 2016 and survey questionnaires from Collegiate Outcomes of Learning Assessments (COLA) and the General Literacy and Core Competency (GLCC) Analytical techniques were employed in the study, including descriptive statistics, Analysis of Variance (ANOVA), and repeat-measurement t-test. Results revealed that students with interdisciplinary programs were associated with academic performance and learning motivation (including the self-efficacy, task value, and intrinsic goal orientation) compared to their counterparts, particularly in aesthetic and environmental literacy. Future research is needed to develop the measures of interdisciplinary programs on student learning. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This article aims to investigate the effects of interdisciplinary programs on student learning outcomes in a research-intensive university of southern Taiwan. We examined how student characteristics are associated with the intention to take disciplinary courses and how learning outcomes students taking interdisciplinary courses differ from those who are not taking. Quantitative method was employed to analyze data derived from institutional student record between 2013 and 2016 and survey questionnaires from Collegiate Outcomes of Learning Assessments (COLA) and the General Literacy and Core Competency (GLCC) Analytical techniques were employed in the study, including descriptive statistics, Analysis of Variance (ANOVA), and repeat-measurement t-test. Results revealed that students with interdisciplinary programs were associated with academic performance and learning motivation (including the self-efficacy, task value, and intrinsic goal orientation) compared to their counterparts, particularly in aesthetic and environmental literacy. Future research is needed to develop the measures of interdisciplinary programs on student learning. [ABSTRACT FROM AUTHOR]
ISSN:27740773