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ERIC Number: EJ1196159
Record Type: Journal
Publication Date: 2018-Dec
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
Randomized Controlled Trials of "U-Pace" Instruction: Outcomes in Two Gateway Courses
Fleming, Raymond; Kienzler, Sarah; Stoiber, Leah; Fleming, Ryan R.; Pedrick, Laura E.; Reddy, Diane M.
Journal of Computer Assisted Learning, v34 n6 p799-806 Dec 2018
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: P116Q140006; R305A110112