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Student Effort
Students’ behaviors contribute significantly to their learning
and the likelihood that they will attain their educational goals.
“Time on task” is a key variable, and there are a variety
of settings and means through which students may apply themselves
to the learning process. Eight survey items that indicate how frequently
students engage in a number of activities important to their learning
and success are associated with this benchmark. They are:
During the current school year, how often have you:
- Prepared two or more drafts of a paper or assignment before
turning it in
- Worked on a paper or project that required integrating ideas
or information from various sources
- Come to class without completing readings or assignments
- Used peer or other tutoring services
- Used skill labs
- Used a computer lab
During the current school year:
- How many books did you read on your own (not assigned) for
personal enjoyment or academic enrichment
- How many hours did you spend in a typical week preparing for
class (studying, reading, writing, rehearsing, or other activities
related to your program)
Key Findings: Student Effort
- Half (50%) of respondents indicate that they often or very often
prepared two or more drafts of a paper or assignment before turning it in,
though almost a fifth (21%) report that they never did so.
- 59% of respondents report that they often or very often worked
on a paper or project that required integrating ideas or information
from various sources, while 12% never did so.
- Only 12% of full-time students report spending 21 or more hours
per week preparing for class. Sixty-eight percent of full-time
students spend 10 or fewer hours preparing for class. Among all
students, 71% report that they come to class unprepared at least
some of the time, while 28% indicate that they never do so.
- Only one-quarter (25%) of surveyed students participate sometimes
or often in tutoring, while 45% do so rarely or never. Use of
skill labs by 40% of students may be an encouraging result, and
the use is more common among students who are academically underprepared.
For examples of intentional strategies that colleges are using
to promote student effort, see CCSSE's 2004 National Report,
Engagement
by Design.
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