A strategic resource-use exam playbook intervention raised final course grades in introductory statistics across two randomized cohorts, with a dosage effect for completing it twice¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q4 · i1–i3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i1 Treatment students outperformed control students on final course grades in Study 1 (d = 0.33) and Study 2 (d = 0.37). → Peters 2022 q4 i3 A treatment dosage effect was found between students who took the pre-exam intervention twice and those who took it only once (d = 0.81). → Peters 2022 (2)

Evidence¶

Peters 2022¶

Peters, V., Pakhira, D., White, L., Fennelly-Atkinson, R., & Means, B. (2022). Designing gateway statistics and chemistry courses for today's students: Case studies of postsecondary course innovations. Digital Promise. https://doi.org/10.51388/20.500.12265/162

q4 · i1 · design · r2

Two randomized controlled trials of the self-administered Strategic Resource Use intervention in college introductory statistics, with students randomly assigned to treatment (N = 179) or control (N = 182); the analysis found treatment students "performed better on final course grades than all students in the control condition" with d = 0.33 and d = 0.37.

"The analysis found that students in the treatment condition performed better on final course grades than all students in the control condition in Study 1 (d = 0.33) and Study 2 (d = 0.37)."

Peters 2022 (2)¶

Peters, V., Pakhira, D., White, L., Fennelly-Atkinson, R., & Means, B. (2022). Designing gateway statistics and chemistry courses for today's students: Case studies of postsecondary course innovations. Digital Promise. https://doi.org/10.51388/20.500.12265/162

q4 · i3 · design · r2

Dosage analysis within the same two RCTs comparing students who completed both pre-exam surveys with those who completed one; the article reports "a treatment dosage effect" with d = 0.81.

"Finally, a treatment dosage effect was found between students who took the pre-exam intervention twice (full intervention) and those who took the intervention only once (d = 0.81)."

Discussion¶

Learner Variables¶

• Time and Continuity — moderator: an instructional effect differs with it

Related Claims¶

• The exam playbook intervention showed no statistically significant treatment-effect differences by gender, race, class standing, or prior performance — related
• Random assignment produced treatment and control groups balanced in mathematical preparedness before the intervention — related
• Women assigned to the chatbot in Microeconomics earned final grades seven points higher than control women, with no treatment effects for men — related
• Chatbot outreach showed suggestive effects on assignment completion in Microeconomics but no effects on assignments in Government — related
• The instructor's own final exam showed the same direction of advantage on the intact randomized sample, with no difference on the pre-treatment midterm — related