USING A MIDTERM WARNING SYSTEM TO IMPROVE STUDENT PERFORMANCE AND ENGAGEMENT IN AN INTRODUCTORY STATISTICS COURSE: A RANDOMIZED CONTROLLED TRIAL.
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| Title: | USING A MIDTERM WARNING SYSTEM TO IMPROVE STUDENT PERFORMANCE AND ENGAGEMENT IN AN INTRODUCTORY STATISTICS COURSE: A RANDOMIZED CONTROLLED TRIAL. |
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| Authors: | ROTONDI, NOOSHIN KHOBZI1 nooshin.rotondi@ontariotechu.ca, RUDOLER, DAVID2 david.rudoler@ontariotechu.ca, HUNTER, WILLIAM1 bill.hunter@ontariotechu.ca, SANUSI, OLAYINKA1 olayinka.sanusi1@ontariotechu.net, COLLIER, CHRIS1 chris.collier@ontariotechu.net, ROTONDI, MICHAEL ANTHONY3 mrotondi@yorku.ca |
| Source: | Statistics Education Research Journal. Nov2023, Vol. 22 Issue 3, p1-12. 12p. |
| Subject Terms: | *Student engagement, *Information retrieval, Email |
| Abstract: | This article reports on an evaluation the effectiveness of e-mailed grade "nudges" on students' performance and engagement in an introductory statistics course for undergraduate health science students. In 2020-2021, 358 students were randomized to an e-mail (n = 178) or no e-mail (n = 180) group. The intervention e-mail contained information on each student's predicted final grade (grade nudge). Using two-sample t-tests, the statistical analysis of final grades in the course showed a higher compatibility with a model of no mean difference for students in the e-mail (73.5%) vs. no e-mail (72.1%) group. Comparison of the distributions of final grades between the two groups, however, suggested the e-mailed nudges may be related to slight improvements in final grades. Specifically, the median final grade was higher in the e-mail group (74.6 vs. 72.4); the Q1 value in the e-mail group was also higher, and the interquartile range was similar: no e-mail group (15.8) vs. e-mail group (14.2). Students also completed the Scale of Student Engagement in Statistics (SSES). Total engagement, affective and cognitive subscale scores of the SSE-S were higher in the email group, resulting in low compatibility with a model of no difference in engagement scores. Overall, the results showed there is potential for our midterm warning system to be used to improve outcomes, particularly given that it is simple to implement, cost-effective, and easily scalable. [ABSTRACT FROM AUTHOR] |
| Copyright of Statistics Education Research Journal is the property of International Association for Statistics Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 174024598 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: USING A MIDTERM WARNING SYSTEM TO IMPROVE STUDENT PERFORMANCE AND ENGAGEMENT IN AN INTRODUCTORY STATISTICS COURSE: A RANDOMIZED CONTROLLED TRIAL. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22ROTONDI%2C+NOOSHIN+KHOBZI%22">ROTONDI, NOOSHIN KHOBZI</searchLink><relatesTo>1</relatesTo><i> nooshin.rotondi@ontariotechu.ca</i><br /><searchLink fieldCode="AR" term="%22RUDOLER%2C+DAVID%22">RUDOLER, DAVID</searchLink><relatesTo>2</relatesTo><i> david.rudoler@ontariotechu.ca</i><br /><searchLink fieldCode="AR" term="%22HUNTER%2C+WILLIAM%22">HUNTER, WILLIAM</searchLink><relatesTo>1</relatesTo><i> bill.hunter@ontariotechu.ca</i><br /><searchLink fieldCode="AR" term="%22SANUSI%2C+OLAYINKA%22">SANUSI, OLAYINKA</searchLink><relatesTo>1</relatesTo><i> olayinka.sanusi1@ontariotechu.net</i><br /><searchLink fieldCode="AR" term="%22COLLIER%2C+CHRIS%22">COLLIER, CHRIS</searchLink><relatesTo>1</relatesTo><i> chris.collier@ontariotechu.net</i><br /><searchLink fieldCode="AR" term="%22ROTONDI%2C+MICHAEL+ANTHONY%22">ROTONDI, MICHAEL ANTHONY</searchLink><relatesTo>3</relatesTo><i> mrotondi@yorku.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Statistics+Education+Research+Journal%22">Statistics Education Research Journal</searchLink>. Nov2023, Vol. 22 Issue 3, p1-12. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+retrieval%22">Information retrieval</searchLink><br /><searchLink fieldCode="DE" term="%22Email%22">Email</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article reports on an evaluation the effectiveness of e-mailed grade "nudges" on students' performance and engagement in an introductory statistics course for undergraduate health science students. In 2020-2021, 358 students were randomized to an e-mail (n = 178) or no e-mail (n = 180) group. The intervention e-mail contained information on each student's predicted final grade (grade nudge). Using two-sample t-tests, the statistical analysis of final grades in the course showed a higher compatibility with a model of no mean difference for students in the e-mail (73.5%) vs. no e-mail (72.1%) group. Comparison of the distributions of final grades between the two groups, however, suggested the e-mailed nudges may be related to slight improvements in final grades. Specifically, the median final grade was higher in the e-mail group (74.6 vs. 72.4); the Q1 value in the e-mail group was also higher, and the interquartile range was similar: no e-mail group (15.8) vs. e-mail group (14.2). Students also completed the Scale of Student Engagement in Statistics (SSES). Total engagement, affective and cognitive subscale scores of the SSE-S were higher in the email group, resulting in low compatibility with a model of no difference in engagement scores. Overall, the results showed there is potential for our midterm warning system to be used to improve outcomes, particularly given that it is simple to implement, cost-effective, and easily scalable. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Statistics Education Research Journal is the property of International Association for Statistics Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.52041/serj.v22i3.406 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 1 Subjects: – SubjectFull: Student engagement Type: general – SubjectFull: Information retrieval Type: general – SubjectFull: Email Type: general Titles: – TitleFull: USING A MIDTERM WARNING SYSTEM TO IMPROVE STUDENT PERFORMANCE AND ENGAGEMENT IN AN INTRODUCTORY STATISTICS COURSE: A RANDOMIZED CONTROLLED TRIAL. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: ROTONDI, NOOSHIN KHOBZI – PersonEntity: Name: NameFull: RUDOLER, DAVID – PersonEntity: Name: NameFull: HUNTER, WILLIAM – PersonEntity: Name: NameFull: SANUSI, OLAYINKA – PersonEntity: Name: NameFull: COLLIER, CHRIS – PersonEntity: Name: NameFull: ROTONDI, MICHAEL ANTHONY IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 15701824 Numbering: – Type: volume Value: 22 – Type: issue Value: 3 Titles: – TitleFull: Statistics Education Research Journal Type: main |
| ResultId | 1 |
