Measuring learning gains and examining implications for student success in STEM

Abstract

This article focuses on learning gains in the area of higher education STEM (science, technology, engineering, and mathematics) through new approaches to the formative assessment feedback cycle. Learning gains were examined for stratified randomized comparison and two treatment groups of 943 students organized into 41 laboratory sections in first-year chemistry. Treatment groups received either (i) support for conceptual understanding through a larger percentage of conceptual questions in online homework or (ii) the same mix of conceptual questions with differentiated answer feedback. The comparison group received the usual online homework and feedback for the course. Results showed no statistically significant difference among groups at pretest, yet both treatment groups showed statistically significant gains in learning outcomes over the original comparison group. Additional findings included (i) students in the treatment condition showed a 43% reduction in STEM ‘at risk’ identification by mid-course and (ii) a gender effect was identified.