Student Momentum graph shapes differ markedly by subject area, with math courses predominantly convex slope and political science courses predominantly steep wall¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Subject-level breakdowns show, for example, 75.0% of math courses with convex slope shape and 0.0% with steep wall, while 63.6% of political science courses showed steep wall shape. → Steven S. Christensen & Jonathan S. Spackman 2016

Evidence¶

Steven S. Christensen & Jonathan S. Spackman 2016¶

Steven S. Christensen & Jonathan S. Spackman. (2016). Dropout Rates, Student Momentum, and Course Walls: A New Tool for Distance Education Designers. Journal of Educators Online. https://eric.ed.gov/?id=EJ1150708 doi:10.9743/jeo.2017.14.2.7

q2 · i? · design · r2

Descriptive cross-tabulation of graph-shape frequencies by subject (Table 4). The math row reads "Math 0.0% 0.0% 12.5% 75.0%" across steep wall, back-to-back, steady slope, and convex slope columns; the political science row shows 63.6% steep wall. These are descriptive percentages, not tested contrasts.

"Math 0.0% 0.0% 12.5% 75.0% 0.0% 0.0% 0.0% 0.0% 12.5%"

Discussion¶

Related Claims¶

• Graphing the Student Momentum Indicator across lessons yields nine dropout-behavior shape categories, with steep wall shapes the most common (25.5%) and flat slope shapes rare (2.6%) — related
• A single Tipping Point explains dropout patterns in only about a quarter of online courses, so lesson-level dropout behavior is more complex than one critical lesson — related