Methods for Evaluating Educational Programs – Does Writing Center Participation Affect Student Achievement?
Julia Bredtmann (),
Carsten Crede and
Sebastian Otten ()
No 275, Ruhr Economic Papers from RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen
This paper evaluates the effectiveness of the introduction of a Writing Center at a university. The center has the purpose to provide subject-specific courses that aim to improve students' abilities of scientific writing. In order to deal with presumed selfperceptional biases of students in feedback surveys, we use different quantitative evaluation methods and compare the results to corresponding qualitative student surveys. Based on this evaluation, we present and discuss the validity of the approaches to evaluate educational programs. Although almost all students reported the writing courses to be helpful, we fi nd no signifi cant effect of course participation on students' grades. We attribute the difference in the results between quantitative methods and qualitative surveys to the inappropriateness of student course evaluations for assessing the effectiveness of educational measures.
Keywords: Performance evaluation; educational programs; student evaluation; empirical methods; Performance evaluation; educational programs; student evaluation; empirical methods (search for similar items in EconPapers)
JEL-codes: I20 I21 C81 (search for similar items in EconPapers)
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Journal Article: Methods for evaluating educational programs: Does Writing Center Participation affect student achievement? (2013)
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Persistent link: https://EconPapers.repec.org/RePEc:zbw:rwirep:275
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