Underprepared students in embedded-support chemistry showed no statistically significant difference from college-ready peers on overall common-question results¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2016 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Across all 14 common questions, no statistically significant difference in mean correct responses between underprepared and 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
Analysis of common exam questions for persisting students in Fall 2014: 69 underprepared students in General Chemistry-IS and 249 college-ready students in General Chemistry. The study reports "no significant difference between the two groups of students" on overall common-question performance (All CQ: M = 7.96 vs M = 7.44; t(316) = 1.69, p = .093). A non-significant difference is not a demonstration of equivalence, and no equivalence test was run; only students who persisted to the final exam were compared.
"the overall average response to all the common questions asked throughout the semester indicated no significant difference between the two groups of students"
Discussion¶
Related Claims¶
- Underprepared students scored significantly lower on early-semester common questions, validating their need for support — related
- After approximately 6 weeks of embedded support, underprepared students' midsemester scores were not significantly different from college-ready peers — related
- After approximately 12 weeks of embedded support, underprepared students significantly outperformed college-ready peers on late-semester common questions — related
- No significant difference between underprepared and college-ready students on final exam multiple-choice questions — related
- Underprepared students scored significantly higher on final exam open-ended questions than college-ready peers — related
- Entrance measures confirmed the nonequivalence of underprepared and college-ready groups — related
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