TRIO students enrolled in the IL course linked to introductory psychology earned statistically significantly higher final course grades than matched and TRIO control students¶

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

Subclaims¶

q2 i? In a fall 2002 quasi-experimental study, IL course students' end-of-semester total points differed significantly from TRIO controls, with an overall ANOVA of F(2, 29)=6.53, p<.01. → 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 · i? · causal · r1

Quasi-experimental fall 2002 study of eight TRIO SSS students in the IL course linked to introductory psychology, compared with a matched-pairs control (mean ACT 14.5) and a TRIO control (mean ACT 13.7). The article reports "F(2, 29)=6.53, p<.01" on final total points; no effect size is printed.

"The overall ANOV A revealed F(2, 29)=6.53, p<.01 and the Scheffe contrasts showed the [IL course] students differed significantly from the TRIO controls (p<.01)"

Discussion¶

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
• 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 — related