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Articulation agreements between colleges and universities, whereby students with two-year college diplomas can receive advancement toward a four-year university degree, are provincially mandated in some Canadian provinces and highly encouraged in others. In this study, we compared learning in college-transfer and direct-entry from high school (DEHS) students at the University of Guelph–Humber in Ontario, using eight factors related to learning: age, gender, years of prior postsecondarydoi:10.47678/cjhe.v45i2.184417 fatcat:z45ia3jqmrhnnlzo6qkiotogfe