Multiple posttest attempts in the emporium method did not boost posttest scores; single-attempt students scored higher¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Emporium students who attempted the posttest a single time scored significantly higher on average than students who attempted multiple times. → Cousins-Cooper 2017 q3 i? A subset regression excluding multiple-attempt students still showed the emporium method about 12 points higher, providing no statistical evidence that multiple attempts boost the posttest score. → Cousins-Cooper 2017 (2)

Evidence¶

Cousins-Cooper 2017¶

Cousins-Cooper, K., Staley, K. N., Kim, S., & Luke, N. S. (2017). The Effect of the Emporium Instructional Method on Students' Performance in College Algebra and Trigonometry. European Journal of Science and Mathematics Education, 5(1), 1-13. https://eric.ed.gov/?id=EJ1129978

q3 · i? · causal · r2

Analysis of posttest attempt counts among emporium students (61% attempted once); single-attempt mean was 84.7 versus 77.4 for multiple attempts, "p‐value <0.0001"; the fourth and fifth attempts were likely technical glitches.

"The average posttest score of the students who attempted a single time was 84.7 points and that of the students who attempted multiple times was 77.4 points. This difference was statistically significant (p‐value <0.0001)."

Cousins-Cooper 2017 (2)¶

Cousins-Cooper, K., Staley, K. N., Kim, S., & Luke, N. S. (2017). The Effect of the Emporium Instructional Method on Students' Performance in College Algebra and Trigonometry. European Journal of Science and Mathematics Education, 5(1), 1-13. https://eric.ed.gov/?id=EJ1129978

q3 · i? · causal · r2

Subset analysis repeating the covariate-adjusted regression after excluding students who attempted the posttest multiple times; the emporium advantage remained with "p‐value = 5.26E‐18".

"Although the students who attempted the post‐test once were considered in the regression model, the emporium method achieved 12 points higher on average than the traditional method (p‐value = 5.26E‐18)."

Discussion¶

Related Claims¶

• Students in emporium college algebra sections scored approximately 12 points higher on the posttest than students in traditional lecture sections — related
• Pass rates and final course grades did not differ significantly between emporium and traditional lecture sections — related
• Students who attempted more than 90 different exercises achieved significantly higher final grades than students who attempted fewer — related