Paired-course students achieved an 84% success rate in environmental science and an 84% fall-to-spring retention rate versus 73% for a similar-SAT comparison group¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · 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.
q2 i? Students in the study group had an 84% success rate (grade C or better) in the environmental science course. → Shaffer 2015
q2 i? Fall-to-spring retention was 84% for the study group versus 73% for a comparison group from the same entrance class with similar SAT profiles. → Shaffer 2015
Evidence¶
Shaffer 2015¶
Shaffer, S. C., Eshbach, B. E., & Santiago-Blay, J. A. (2015). A Dual Approach to Fostering Under-Prepared Student Success: Focusing on Doing and Becoming. InSight: A Journal of Scholarly Teaching, 10. https://www.youtube.com/watch?v=gK5I_68g0X8
q2 · i? · causal · r1
Descriptive statistics tracked exam and overall course grades and retention for the 15 paired-course students; retention was compared with same-year students of similar SAT profiles not in the paired model. No inferential test or effect size was printed for these rates.
"the retention rate from fall to spring was 84% for students in the study group as compared to 73% for a comparison group from the same entrance class with similar SAT prof iles, and (f) students in the study group had an 84% success rate (grade C or better) in the environmental science course"
Discussion¶
Related Claims¶
- Fall-to-spring and fall-to-fall retention rates did not differ significantly between intervention and control undecided students — related
- Undecided FTIC students in both the FYS and FYS/LC interventions had significantly higher fall-to-spring rates of good academic standing than control students — related
- Statistically significant GPA and good-standing advantages for intervention groups disappeared by fall-to-fall measurement — related
- Undecided FTIC students in an FYS/learning-community intervention achieved significantly higher fall-to-spring GPA than control students — related
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