Adaptive courseware in a corequisite statistics course was associated with improved course outcomes, particularly for Pell-eligible and corequisite students, but effects are confounded with instructor practices¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Student course outcomes improved as the instructor gained experience using adaptive courseware, especially for Pell-eligible and corequisite students. → Peters 2022

Evidence¶

Peters 2022¶

Peters, V., Pakhira, D., White, L., Fennelly-Atkinson, R., & Means, B. (2022). Designing gateway statistics and chemistry courses for today's students: Case studies of postsecondary course innovations. Digital Promise. https://doi.org/10.51388/20.500.12265/162

q2 · i? · associational · r2

Observational comparison of course completion data across fall 2019 (N = 102) and fall 2020 (N = 88) sections, adjusting for prior achievement, race, gender, age, enrollment status, and repeater status; the article reports improvement over terms with confidence intervals but no standardized effect sizes.

"Student course outcomes improved as the instructor gained experience using adaptive courseware in her class. This was particularly the case for students who were Pell-eligible and students who were taking the co-requisite course."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Effects were larger in intervention schools with a higher percentage of economically disadvantaged students or a lower percentage of White students — the general claim this finding bears on, with the studies behind it

• Intelligent tutoring systems improve achievement over non-individualised instruction — the general claim this finding bears on, with the studies behind it

• Data dives with disaggregated course success data surfaced equity gaps previously invisible to faculty — related
• Courseware use did not disadvantage any student group and appeared especially promising for under-represented minority students, with grades independent of Pell, enrollment, age, gender, and first-gen status in 75% or more of analyses. — related
• NGCC adaptive courseware had a small positive, statistically significant average impact on course grades, with the top 25% of implementations showing impacts equivalent to 12 percentile points. — a broader claim this one bears on
• Instructors in their second or subsequent term using Lumen One made greater use of six of seven instructor-facing courseware components than first-term users. — related
• About half of students reported instructors helped bridge courseware guidance and their understanding through outreach, availability, and responsiveness — related
• Most instructors using adaptive courseware believed it improved student learning and would use it again — related
• Courseware can bridge gateway math learning gaps through tailored tutorials, study tools, diagnostics, and targeted practice — related
• Students in focus groups were positive about adaptive courseware but reported alignment, access, and reliability concerns — related
• Courseware impact varied by context: positive on average in 4-year institutions but insignificant in 2-year colleges, more positive in biology, psychology, and math/statistics, and positive when the comparison course was face-to-face rather than the same modality. — related