Students in emporium college algebra sections scored approximately 12 points higher on the posttest than students in traditional lecture sections¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Unadjusted two-sample comparisons showed emporium posttest scores higher than traditional lecture posttest scores by approximately 12 points in mean and median. → Cousins-Cooper 2017 q3 i? In a general linear regression model adjusting for covariates, the emporium method increased the average posttest score by 12.63 points. → Cousins-Cooper 2017 (2)

Evidence¶

Cousins-Cooper 2017¶

Cousins-Cooper, K., Staley, K. N., Kim, S., & Luke, N. S. (2017). The Effect of the Emporium Instructional Method on Students' Performance in College Algebra and Trigonometry. European Journal of Science and Mathematics Education, 5(1), 1-13. https://eric.ed.gov/?id=EJ1129978

q3 · i? · causal · r2

Quasi-experimental comparison of 970 emporium and 842 traditional-section students using two-sample t-tests and Wilcoxon tests on posttest scores; the article reports emporium posttest mean 82.16 (sd 15.27) versus traditional 70.5 (16.73), "p-value <0.001".

"The result shows a strong evidence that students' posttest scores in the emporium sections were higher than those in the traditional sections by approximately 12 points in mean and median (p-value <0.001)."

Cousins-Cooper 2017 (2)¶

Cousins-Cooper, K., Staley, K. N., Kim, S., & Luke, N. S. (2017). The Effect of the Emporium Instructional Method on Students' Performance in College Algebra and Trigonometry. European Journal of Science and Mathematics Education, 5(1), 1-13. https://eric.ed.gov/?id=EJ1129978

q3 · i? · causal · r2

General linear regression of posttest score on instruction method with covariates (class day, class time, high school GPA, gender, SAT Verbal, SAT Math, ACT); the emporium coefficient was 12.63 points with "p‐value = 5.26E‐18".

"Notably, the emporium instruction method increased the average post‐test score by 12.63 points (p‐value = 5.26E‐18) although other covariates were included in the model."

Discussion¶

Related Claims¶

• Multiple posttest attempts in the emporium method did not boost posttest scores; single-attempt students scored higher — related
• Pass rates and final course grades did not differ significantly between emporium and traditional lecture sections — related
• Class schedule, gender, and prior achievement moderated outcomes: TTH sections and higher high school GPA predicted better results, with gender effects differing by measure — related
• Students taught college algebra via the scientific heuristic method performed significantly better on the post-test than students taught by direct instruction — related