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Direct linkOdom, Sara; Boso, Halle; Bowling, Scott; Brownell, Sara; Cotner, Sehoya; Creech, Catherine; Drake, Abby Grace; Eddy, Sarah; Fagbodun, Sheritta; Hebert, Sadie; James, Avis C.; Just, Jan; St. Juliana, Justin R.; Shuster, Michele; Thompson, Seth K.; Whittington, Richard; Wills, Bill D.; Wilson, Alan E.; Zamudio, Kelly R.; Zhong, Min; Ballen, Cissy J. – CBE - Life Sciences Education, 2021
To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether…
Descriptors: Gender Differences, Achievement Gap, Science Achievement, College Science
Morris, Patricia; Ida, Aya Kimura; Migliaccio, Todd; Tsukada, Yusuke; Baker, Dylan – Teaching Sociology, 2020
Students often identify research methods classes as one of the most difficult and intimidating classes of their academic career. The objectives of this study were twofold. The first was to ascertain whether the use of group-centered, collaborative learning would improve student mastery of material compared to traditional, lecture-based classes.…
Descriptors: Cooperative Learning, Teamwork, Lecture Method, Instructional Effectiveness
Download full textElizabeth Setren; Kyle Greenberg; Oliver Moore; Michael Yankovich – Annenberg Institute for School Reform at Brown University, 2019
In a flipped classroom, an increasingly popular pedagogical model, students view a video lecture at home and work on exercises with the instructor during class time. Advocates of the flipped classroom claim the practice not only improves student achievement, but also ameliorates the achievement gap. We conduct a randomized controlled trial at West…
Descriptors: Flipped Classroom, Program Effectiveness, Achievement Gap, Academic Achievement
Bauer, Angela C.; Coffield, Vernon M.; Crater, Dinene; Lyda, Todd; Segarra, Verónica A.; Suh, Kevin; Vigueira, Cynthia C.; Vigueira, Patrick A. – CBE - Life Sciences Education, 2020
Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and can reduce performance gaps. In the present…
Descriptors: Equal Education, Outcomes of Education, Biology, Science Instruction
Keengwe, Jared; Hussein, Farhan – International Journal of Information and Communication Technology Education, 2013
The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better…
Descriptors: Computer Assisted Instruction, Case Studies, Charter Schools, Achievement Gap
Laursen, Sandra L.; Hassi, Marja-Liisa; Kogan, Marina; Weston, Timothy J. – Journal for Research in Mathematics Education, 2014
Slow faculty uptake of research-based, student-centered teaching and learning approaches limits the advancement of U.S. undergraduate mathematics education. A study of inquiry-based learning (IBL) as implemented in over 100 course sections at 4 universities provides an example of such multicourse, multi-institution uptake. Despite variation in how…
Descriptors: College Mathematics, Teaching Methods, Intermode Differences, Mathematics Achievement
