International Journal of Teaching and Learning in Higher Education
Abstract
Using a sample of 1031 students from a public university, who responded to the NSSE survey in the Spring of 2018, this study explored the relationships between high-impact practices (HIPs) and several student academic performance metrics. Student responses to the NSSE HIPs participation questions were combined with their academic performance (GPA, credit hour completion, years-to-degree). Linear regression results show that the number of HIPS is a significant predictor of all academic performance metrics. The study also found significant differences between student populations and across course delivery modes regarding their participation in HIPs.
Recommended Citation
Ndoye, Abdou
(2024)
"High Impact Practices (HIPs) and Student Performance,"
International Journal of Teaching and Learning in Higher Education: Vol. 35
:
Iss.
2,
Article 11.
Available at:
https://docs.lib.purdue.edu/ijtlhe/vol35/iss2/11