Courseware can bridge gateway math learning gaps through tailored tutorials, study tools, diagnostics, and targeted practice¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students often struggle with foundational skills and college expectations, and integrated features such as tutorials, study-planning tools, and targeted practice can streamline learning. → Higgin 2025

Evidence¶

Higgin 2025¶

Higgin, T., Holl-Cross, C., Moorjani, A., & Edwards, A., with Cornfield, O., Eisen, S., Hosie, L., McNamara, H., Ray, D., & Tsinnajinnie, B. (2025). Faculty and student perspectives on gateway math courses and courseware. WestEd. https://eric.ed.gov/?id=ED677594

q2 · i? · qualitative · r2

Secondary qualitative finding from faculty and student interviews and surveys in the gateway math study. The report states "Courseware can bridge learning gaps and boost student success" via tailored support features.

"Courseware can bridge learning gaps and boost student success by streamlining support through tailored tutorials, study tools, and targeted practice."

Discussion¶

Related Claims¶

• Undergraduate statistics students most frequently used and valued the courseware's ungraded formative practice features, the Readiness Check and Self Check — a narrower finding that bears on this claim
• Adaptive courseware in a corequisite statistics course was associated with improved course outcomes, particularly for Pell-eligible and corequisite students, but effects are confounded with instructor practices — related
• Students want ongoing targeted formative feedback, but faculty time constraints and large class sizes limit providing it — related
• Gateway math students benefit from a balance of social, active learning and independent practice, but faculty constraints limit active learning — related
• Well-designed courseware enhances efficiency, supports independent student navigation, and lets faculty focus on teaching rather than technical challenges — related
• Students in focus groups were positive about adaptive courseware but reported alignment, access, and reliability concerns — related