ERIC Number: EJ1196159
Record Type: Journal
Publication Date: 2018-Dec
Abstractor: As Provided
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: Department of Education (ED); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: P116Q140006; R305A110112