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Peers, Study Effort, and Academic Performance in College Education: Evidence from Randomly Assigned Roommates in a Flipped Classroom

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Bibliographic Details
Title: Peers, Study Effort, and Academic Performance in College Education: Evidence from Randomly Assigned Roommates in a Flipped Classroom
Language: English
Authors: Pu, Shi, Yan, Yu, Zhang, Liang
Source: Research in Higher Education. Mar 2020 61(2):248-269.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Dormitories, Peer Influence, Academic Achievement, Study Habits, Blended Learning, Homework, Video Technology, Educational Technology
Geographic Terms: China
DOI: 10.1007/s11162-019-09571-x
ISSN: 0361-0365
Abstract: This study provides empirical evidence related to two critical assumptions in the student engagement literature in higher education--namely, the malleability of study effort and the causality of the relationship between study effort and student outcomes. We merged student-level administrative data on dormitory assignments, study effort in a hybrid course, and course performance from a regional college in China. Our results indicate that study efforts are more similar for a pair of randomly assigned roommates than for a pair of randomly assigned non-roommates, indicating the malleability of study effort. In addition, we provide evidence on the causal relationship between study effort and academic performance by using roommates' study efforts as an instrumental variable when estimating the effect of a student's study effort on course performance.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1243986
Database: ERIC
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Abstract:This study provides empirical evidence related to two critical assumptions in the student engagement literature in higher education--namely, the malleability of study effort and the causality of the relationship between study effort and student outcomes. We merged student-level administrative data on dormitory assignments, study effort in a hybrid course, and course performance from a regional college in China. Our results indicate that study efforts are more similar for a pair of randomly assigned roommates than for a pair of randomly assigned non-roommates, indicating the malleability of study effort. In addition, we provide evidence on the causal relationship between study effort and academic performance by using roommates' study efforts as an instrumental variable when estimating the effect of a student's study effort on course performance.
ISSN:0361-0365
DOI:10.1007/s11162-019-09571-x