Next Article in Journal
Cameron, Conservatives and a Christian Britain: A Critical Exploration of Political Discourses about Religion in the Contemporary United Kingdom
Previous Article in Journal
The (In)Significance of Socio-Demographic Factors as Possible Determinants of Vietnamese Social Scientists’ Contribution-Adjusted Productivity: Preliminary Results from 2008–2017 Scopus Data
Previous Article in Special Issue
Challenges in the Teaching of Sociology in Higher Education. Contributions to a Discussion
Article Menu

Export Article

Open AccessFeature PaperArticle
Societies 2018, 8(1), 4; doi:10.3390/soc8010004

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

1
Budapest Business School, Corvinus University of Budapest, 1149 Budapest, Hungary
2
Eötvös Loránd Science University, Corvinus University of Budapest, 1117 Budapest, Hungary
*
Author to whom correspondence should be addressed.
Received: 14 December 2017 / Revised: 5 January 2018 / Accepted: 7 January 2018 / Published: 10 January 2018
(This article belongs to the Special Issue Training Models and Practices in Sociology)
View Full-Text   |   Download PDF [1000 KB, uploaded 10 January 2018]   |  

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. View Full-Text
Keywords: teaching sociology; scholarship of teaching and learning; diagrammatic elicitation; deep learning; surface learning; education production function; group effects teaching sociology; scholarship of teaching and learning; diagrammatic elicitation; deep learning; surface learning; education production function; group effects
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Share & Cite This Article

MDPI and ACS Style

Miskolczi, P.; Rakovics, M. Learning Outcomes in an Introductory Sociology Course: The Role of Learning Approach, Socio-Demographic Characteristics, Group and Teacher Effects. Societies 2018, 8, 4.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Societies EISSN 2075-4698 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top