Learning Outcomes in an Introductory Sociology Course: The Role of Learning Approach, Socio-Demographic Characteristics, Group and Teacher Effects

Péter Miskolczi and Márton Rakovics
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Péter Miskolczi: Budapest Business School, Corvinus University of Budapest, 1149 Budapest, Hungary
Márton Rakovics: Eötvös Loránd Science University, Corvinus University of Budapest, 1117 Budapest, Hungary

Societies, 2018, vol. 8, issue 1, 1-20

Abstract: The article discusses a study on learning outcomes in an introductory Sociology course in a higher education setting. A quantitative model similar to education production functions is hypothesized. Independent variables include socio-demographic and psychological ones, as well as others pertaining to the learning environment. Learning is measured with the binary categories of “deep” and “surface” outcomes, which are qualitatively different, and are based on the comparison of mind maps drawn by students at the beginning and end of their first semester. Questionnaire data was collected from 264 first-year students of a Social Science Faculty. Significant effects on learning outcome are found for family background, major area of study, and teacher’s gender.

Keywords: teaching sociology; scholarship of teaching and learning; diagrammatic elicitation; deep learning; surface learning; education production function; group effects (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2018
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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