Drop rates did not vary with course structure except for an increase in the final high-enrollment quarter¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across five quarters, drop rates of 1.8–3.6% showed no heterogeneity as structure changed (χ2 = 3.9, df = 4, p = 0.42), but significant heterogeneity appeared when the 6.1% Autumn 2009 drop rate was added (χ2 = 21.5, df = 5, p < 0.001). → Freeman Scott 2011

Evidence¶

Freeman Scott 2011¶

Freeman Scott, Haak David, Wenderoth Mary Pat. (2011). Increased Course Structure Improves Performance in Introductory Biology. CBE—Life Sciences Education. https://doi.org/10.1187/cbe.10-08-0105

q3 · i? · causal · r2

A χ2 analysis of drop rates across quarters from Spring 2002 through Autumn 2009. The authors attribute the Autumn 2009 increase to a change in enrollment from 350 to 700 and a departmental policy loosening restrictions on repeating the course.

"A χ2 analysis indicates no heterogeneity in drop rate as course design changed from low to medium to high structure (χ2 = 3.9, df = 4; p = 0.42). Significant heterogeneity occurs when the drop rate of 6.1% in Autumn 2009 is added to the analysis, however (χ2 = 21.5, df = 5; p < 0.001)."

Discussion¶

Related Claims¶

• Raw failure rates in the introductory biology course declined from 18.2% to 6.3% as course structure increased across quarters — related
• High course structure significantly reduces failure rates in introductory biology independent of student ability, while moderate structure has a marginal effect — related
• Student academic ability varied across quarters but not systematically with changes in course structure — related