Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4445
Title: Evaluating an Adaptive Equity-Oriented Pedagogy on Student Collaboration Outcomes Through Randomized Controlled Trials
Authors: Phuong, Andrew
Nguyen, Judy
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Phuong, A. & Nguyen, J. (2019). Evaluating an Adaptive Equity-Oriented Pedagogy on Student Collaboration Outcomes Through Randomized Controlled Trials. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 496-503). Lyon, France: International Society of the Learning Sciences.
Abstract: This study evaluates an adaptive equity-oriented pedagogy (AEP) through a randomized controlled trial. AEP employs evidence-based teaching practices (e.g., formative assessment, universal design for learning) to address college students' diverse learning needs (i.e., their strengths, interests, and areas for growth). AEP provides collaborative computer- supported project-based opportunities that enable students to extend the application of course concepts to embedded contexts that engage them as learners. To compare AEP and active- learning control conditions, this study utilizes identical measures: validated surveys, interviews, observation notes, anonymous course-feedback forms, and formative and summative assessments. Multivariate regression analyses suggest that students learning through AEP outperformed control conditions by a full letter grade and scored on average 14.20 percentage- points higher on final assessments, when controlling for disability status, gender, and pre-test achievement. AEP has a large standardized effect size on the final (d=2.40) and provides a framework to improve student success through embedded and extended learning opportunities.
URI: https://doi.dx.org/10.22318/cscl2019.496
https://repository.isls.org//handle/1/4445
Appears in Collections:CSCL 2019

Files in This Item:
File SizeFormat 
496-503.pdf284.99 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.