After approximately 6 weeks of embedded support, underprepared students' midsemester scores were not significantly different from college-ready peers¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On Group 2 common questions given midsemester, the difference between underprepared and college-ready students was not statistically significant. → 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 2 common questions (Chapters 5, 6, and 7) given midsemester after approximately 6 weeks of support sessions: underprepared M = 2.23 (SD = 1.14, N = 69) vs college-ready M = 2.54 (SD = 1.19, N = 249), t(316) = -1.90, p = .057. Equivalence was not tested; the result is marginal.

"by midsemester there was no significant difference between mean correct responses for the student groups on Group 2 common questions"

Discussion¶

Related Claims¶

• Underprepared students scored significantly lower on early-semester common questions, validating their need for support — related
• 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 12 weeks of embedded support, underprepared students significantly outperformed college-ready peers on late-semester common questions — related