Underprepared students scored significantly lower on early-semester common questions, validating their need for support¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On Group 1 common questions given early in the semester, underprepared students scored significantly lower than college-ready students. → Hesser 2016

Evidence¶

Hesser 2016¶

Hesser, T. L., & Gregory, J. L. (2016). Instructional Support Sessions in Chemistry: Alternative to Remediation. Journal of Developmental Education, 39(3). https://eric.ed.gov/?id=EJ1130190

q3 · i? · causal · r1

Independent-sample t-test on Group 1 common questions (Chapters 1, 2, and 4) given early in the Fall 2014 semester: underprepared M = 2.91 (SD = 1.43, N = 69) vs college-ready M = 3.66 (SD = 1.18, N = 249), t(316) = -4.43, p = .000. The authors state this "validates these students' need for added instructional support."

"students identified as underprepared had significantly lower mean correct responses than college-ready students on Group 1 common questions"

Discussion¶

Related Claims¶

• After approximately 6 weeks of embedded support, underprepared students' midsemester scores were not significantly different from college-ready peers — related
• Entrance measures confirmed the nonequivalence of underprepared and college-ready groups — a broader claim this one bears on
• Underprepared students in embedded-support chemistry showed no statistically significant difference from college-ready peers on overall common-question results — related
• Underprepared students scored significantly higher on final exam open-ended questions than college-ready peers — related
• After approximately 12 weeks of embedded support, underprepared students significantly outperformed college-ready peers on late-semester common questions — related