Title:

Facilitating Student Learning Through Contextualization

Author(s):

Perin, Dolores

Date:

2011

Type:

Working papers

Department:

Community College Research Center

Permanent URL:

http://hdl.handle.net/10022/AC:P:13141

Series:

CCRC Working Paper (Assessment of Evidence Series)

Part Number:

29

Notes:

http://ccrc.tc.columbia.edu/

Publisher:

Community College Research Center, Teachers College, Columbia University

Publisher Location:

New York

Abstract:

This paper is a literature review that explores the nature and effectiveness of contextualization as a way to improve outcomes for academically underprepared college students. Two forms of contextualization have been studied: "contextualized" and "integrated" instruction. There is more descriptive work on the contextualization of basic skills than studies with student outcome data. In addition, many studies with quantitative evidence on the effectiveness of contextualization have methodological flaws that limit conclusions. Further, only a small number of studies are with college students. However, despite these problems, contextualization seems to be a promising direction for accelerating the progress of academically underprepared college students. The method of contextualization is grounded in a conceptual framework relating to the transfer of skill and student motivation; practitioners who use it observe positive results, and the available quantitative evidence indicates that it has the potential to increase achievement.

Subject(s):

Higher education

Item views:

150

Metadata:

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