Randomized Controlled Trials of "U-Pace" Instruction: Outcomes in Two Gateway Courses

Autor/inn/en	Fleming, Raymond; Kienzler, Sarah; Stoiber, Leah; Fleming, Ryan R.; Pedrick, Laura E.; Reddy, Diane M.
Titel	Randomized Controlled Trials of "U-Pace" Instruction: Outcomes in Two Gateway Courses
Quelle	In: Journal of Computer Assisted Learning, 34 (2018) 6, S.799-806 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reddy, Diane M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12286
Schlagwörter	Randomized Controlled Trials; Outcomes of Education; Teaching Methods; Introductory Courses; Psychology; Sociology; Political Science; At Risk Students; Dropouts; Grades (Scholastic); Academic Achievement; Instructional Effectiveness; Computer Assisted Instruction; Conventional Instruction; Independent Study; College Students + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Psychologie; Soziologie; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Notenspiegel; Schulleistung; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Selbststudium; Collegestudent
Abstract	Less than optimal student success in gateway courses figures prominently in college noncompletion. Past findings suggest that "U-Pace" instruction holds promise for increasing student success. However, all published studies of "U-Pace" instruction were conducted in the gateway course context of introductory psychology. The objective of this research was to rigorously evaluate the efficacy of "U-Pace" instruction in introductory sociology and introductory political science for students at-risk for college noncompletion and students not at-risk. The findings from both randomized controlled trials indicate that regardless of risk status, "U-Pace" students outperformed their conventionally taught face-to-face counterparts earning a greater percentage of final grades of A or B and higher scores on a proctored cumulative assessment of learning, independent of final grades. The results not only confirm previous findings of greater academic success and greater learning associated with "U-Pace" instruction but also clearly demonstrate that "U-Pace" instruction produces greater learning and greater academic success. Further, the findings of this research reveal that these student outcomes generalize across courses in two disciplines for both students at-risk for college noncompletion and students not at-risk, providing strong support for the efficacy of "U-Pace" instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01