When it came to the biggest education decisions, schools were more likely to offer more than one curriculum, according to new research published in the Journal of Educational Psychology.
But when it came time to select which courses to offer students, students in school-based programs tended to choose less of a diverse array of courses.
“Students may be more likely than their peers to choose a diverse set of courses because the educational resources and instructional styles of school-centered programs are more likely,” the researchers write.
The study focused on six different types of programs in public and private schools, with the aim of testing the impact of diversity on students’ ability to complete learning.
Researchers focused on the curriculum, instruction, instruction style, and teaching style of schools in the U.S., Australia, Canada, Germany, France, and the U,K.
The researchers found that while diversity is not necessarily a disadvantage for students who participate in school programs, there are several factors that can impact student learning.
One of the most common problems that students had in choosing a curriculum was the difficulty of knowing what kind of content was offered.
When choosing the appropriate curriculum for a given class, students were more concerned with the content they were learning than what they were paying for.
The authors of the study found that the majority of students who received a $20 voucher to attend an educational program, but were not in a program offered a lower-quality course than the one they were offered.
This could be because the course content was not comparable to the content offered in the other program.
Another common issue was students were less likely to be able to make informed decisions about the quality of the learning that they were receiving.
This was due to the fact that they felt that they had been misled into paying more than they were actually paying.
Overall, students who did not receive the vouchers in their program were more than twice as likely as those in schools with more diverse curricula to skip out on important learning opportunities because they were not confident about the content of the curriculum.
Additionally, the authors found that students who had attended more than two schools in their area, and who had participated in a wide variety of curricula, were less interested in learning than those who attended fewer than two.
The findings suggest that if schools are truly committed to teaching students how to learn, they should have a holistic approach to diversity and inclusion, rather than focusing on what students can get from their program.
The research was funded by the National Science Foundation and the European Commission.
Source: Fox News article