Class schedule, gender, and prior achievement moderated outcomes: TTH sections and higher high school GPA predicted better results, with gender effects differing by measure¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r1–r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students in Tuesday-Thursday sections earned higher average posttest scores than students in Monday-Wednesday-Friday sections. → Cousins-Cooper 2017 q3 i? Gender did not make a difference in posttest score, but females received better course grades than males in the logistic regression. → Cousins-Cooper 2017 (2) q3 i? High school GPA and SAT Math score were statistically significant positive factors for posttest score, and high school GPA was significant for course grade. → Cousins-Cooper 2017 (3)

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 · r1

Covariate-adjusted general linear regression of posttest score; TTH sections outperformed MWF sections by 4.56 points with "p‐value = 0.0013"; the article attributes this to 75-minute sessions allowing longer uninterrupted tests.

"Students in the Tuesday and Thursday (TTH) sections earned higher average posttest score by 4.56 points (p‐value = 0.0013) than students who were in the Monday, Wednesday, and Friday (MWF) sections."

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

In the posttest GLM the female coefficient was not significant ("p‐value=0.5680"), while in the pass-status logistic regression females had an odds ratio of 1.82 (1.18-2.83, p = 0.0072) relative to males.

"One interesting result is that gender did not make a difference in posttest score (p‐value=0.5680)."

Cousins-Cooper 2017 (3)¶

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

In the posttest GLM, high school GPA (estimate 4.04, p = 0.0006) and SAT Math (0.05, p = 7.67E-07) were significant; in the grade model high school GPA carried an odds ratio of 2.43 (1.48-3.98, p = 0.0004).

"The high school GPA and SAT Math score were also statistically significant factors for increasing the post‐test score."

Discussion¶

Related Claims¶

• Students in emporium college algebra sections scored approximately 12 points higher on the posttest than students in traditional lecture sections — related
• Ninth-grade GPAs varied substantially by gender, race/ethnicity, neighborhood SES, incoming test scores, course level, and school — related
• Systematic racial, ethnic and gender differences in grades persist among students with the same test scores, attendance, courses and teachers — related
• A very demanding course schedule lowers core-course GPA by about 0.40 points relative to an undemanding one — related
• Ninth-grade GPA predicts beginning-of-tenth-grade PLAN scores even after controlling for eighth-grade test scores, suggesting grades reflect new learning — related