After approximately 12 weeks of embedded support, underprepared students significantly outperformed college-ready peers on late-semester common questions¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? On Group 3 common questions given just prior to the final exam, underprepared students scored significantly higher than college-ready students. → Hesser 2016
Evidence¶
Hesser 2016¶
Hesser, T. L., & Gregory, J. L. (2016). Instructional Support Sessions in Chemistry: Alternative to Remediation. Journal of Developmental Education, 39(3). https://eric.ed.gov/?id=EJ1130190
q3 · i? · causal · r1
Independent-sample t-test on Group 3 common questions (Chapters 8, 9, and 10) given just prior to the final exam after approximately 12 weeks of support: underprepared M = 2.90 (SD = 0.78, N = 67) vs college-ready M = 1.62 (SD = 0.73, N = 191), t(256) = 12.1, p = .000. The college-ready sample was reduced because some instructors did not administer this assessment.
"the mean score of correct responses of the students identified as underprepared was significantly higher than the mean score of the college-ready students"
Discussion¶
Related Claims¶
- Underprepared students in embedded-support chemistry showed no statistically significant difference from college-ready peers on overall common-question results — related
- No significant difference between underprepared and college-ready students on final exam multiple-choice questions — related
- Underprepared students scored significantly higher on final exam open-ended questions than college-ready peers — related
- After approximately 6 weeks of embedded support, underprepared students' midsemester scores were not significantly different from college-ready peers — related
- Underprepared students scored significantly lower on early-semester common questions, validating their need for support — related
- Entrance measures confirmed the nonequivalence of underprepared and college-ready groups — related
- Classroom quizzing delivered by clickers, computer software, or paper improves student performance on classroom exams in middle school and college courses — a broader claim this one bears on
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