Abstract
Previous research has established that peer relationships are important for student success, yet little research has examined connections made in the classroom, as opposed to residence life or extracurricular activities. This project utilized social network analysis in two cohorts of science and mathematics majors to investigate the degree to which students take multiple courses with the same peers. Results showed (1) wide variability in student networks, (2) course selection by students included more repeated connections than random course selection, (3) networks did not vary much by demographic variables (gender, race, first-generation status, and income), and (4) student networks significantly predicted graduation and grades. This correlational research provides a foundation for future experimental research testing the causal impact of classroom-based student networks. This research also serves as a model for how other institutions may analyze institutional data to understand patterns of peer connections and course enrollment at their institution.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of College Student Retention: Research, Theory & Practice
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
