IL course attendance and grades correlated strongly with biology course attendance and final grades (r = 0.588 to 0.848), and were stronger predictors than preentry AAR scores¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i3 large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Correlations between IL attendance/grade and biology attendance/final grade were consistently strong, ranging from r = 0.588 to 0.848 across two years. → Arendale 2014 q2 i? The authors report IL attendance and grade were a stronger predictor of biology final grade than the AAR preentry measure, suggesting AAR was not predictive for IL enrollees. → Arendale 2014

Evidence¶

Arendale 2014¶

David R. Arendale. (2014). Understanding the Integrated Learning Course Model: Academic Transition to Tertiary Education. International Journal of Higher Education. https://doi.org/10.5430/ijhe.v3n4p1

q2 · i3 · associational · r1

Correlational analysis combining all IL and introductory biology sections across 2002 and 2003. Table 3 reports IL attendance + biology final grade r = 0.588, IL final grade + IL attendance r = 0.848, IL attendance + biology attendance r = 0.607, and IL final grade + biology final grade r = 0.820.

"As demonstrated in Table 3, the correlations were consistently strong (r = 0.588 to 0.848). Similar patterns occurred in every class section in each academic term over the two years of the study."

Discussion¶

Learner Variables¶

• Time and Continuity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students concurrently enrolled in the IL and introductory biology courses outperformed biology-only students, with a mean final grade of 83% versus 70% — related
• TRIO students enrolled in the IL course linked to introductory psychology earned statistically significantly higher final course grades than matched and TRIO control students — related