Pass rates and final course grades did not differ significantly between emporium and traditional lecture sections¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The pass rate difference between emporium and traditional sections was not statistically significant. → Cousins-Cooper 2017 q3 i? In logistic regression with covariate adjustment, the emporium method's odds ratio for passing was not statistically different from the traditional method's. → 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 · r1

Chi-square comparison of pass status (A, B, C as pass) between 970 emporium and 842 traditional students; pass rates were 72.14% versus 69.94% with "p‐value = 0.3206".

"However, the pass rate of students between the emporium and traditional lecture sections is not statistically significant (p‐value = 0.3206) where A, B and C were considered as the pass status."

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

Logistic regression of pass status on instruction method and covariates after dichotomizing letter grades; the emporium odds ratio was 0.98 (0.6-1.59) with "p‐value = 0.9301", unchanged when ACT replaced SAT scores.

"The odds ratio of the emporium method is not statistically different from that of the Traditional method (p‐value = 0.9301)."

Discussion¶

Related Claims¶

• Students in emporium college algebra sections scored approximately 12 points higher on the posttest than students in traditional lecture sections — related
• Multiple posttest attempts in the emporium method did not boost posttest scores; single-attempt students scored higher — related