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Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?

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Eddy, Sarah L., Hogan, Kelly A.·2014·CBE—Life Sciences Education

DOI 10.1187/cbe.14-03-0050PMC PMC4152207

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Abstract

At the college level, the effectiveness of active-learning interventions is typically measured at the broadest scales: the achievement or retention of all students in a course. Coarse-grained measures like these cannot inform instructors about an intervention's relative effectiveness for the different student populations in their classrooms or about the proximate factors responsible for the observed changes in student achievement. In this study, we disaggregate student data by racial/ethnic groups and first-generation status to identify whether a particular intervention-increased course structure-works better for particular populations of students. We also explore possible factors that may mediate the observed changes in student achievement. We found that a "moderate-structure" intervention increased course performance for all student populations, but worked disproportionately well for black students-halving the black-white achievement gap-and first-generation students-closing the achievement gap with continuing-generation students. We also found that students consistently reported completing the assigned readings more frequently, spending more time studying for class, and feeling an increased sense of community in the moderate-structure course. These changes imply that increased course structure improves student achievement at least partially through increasing student use of distributed learning and creating a more interdependent classroom community.

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Figure 1. Some student populations (black and first-generation students) respond more strongly to increased structure then others. These figures are point estimates for exam performance (% correct) based on the regression models that included (A) race and ethnicity (Table 4) and (B) first-generation status (Table 5). The bars are the regression model predictions of performance for four hypothetical students who are in the Fall term of the course, are male, and have a combined SAT math and reading score of 1257 (the mean across the six terms). Thus, these students differ from each other in only two ways in each figure: whether they are in the low- (gray bars) or moderate- (black bars) structure course and (A) their racial identity (white vs. black) or (B) their generation status (first generation vs. continuing generation).CC BY-NC-SA · PubMed Central

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Background
РЕАЛІЗАЦІЯ ТЕХНОЛОГІЇ ПЕРЕВЕРНУТОГО НАВЧАННЯ ПРИ ПРОФЕСІЙНО-ПЕДАГОГІЧНІЙ ПІДГОТОВЦІ МАЙБУТНЬОГО ЛОГОПЕДА
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Authors: Eddy, S. L., & Hogan, K. A.
Affiliations: University of Washington (US)
University of North Carolina at Chapel Hill (US)
Corresponding author: Hogan, Kelly A.
ORCID: Eddy, Sarah L.
Hogan, Kelly A.
Venue: CBE—Life Sciences Education
Publisher: American Society for Cell Biology (ASCB)
Published: 2014-09
Volume: 13
Issue: 3
Pages: 453-468
ISSN: 1931-7913 (ISSN-L)
DOI: 10.1187/cbe.14-03-0050
PMC: PMC4152207
OpenAlex: W2096648490
Cited by: 553
References: 72
Citations by year: 2026: 30 · 2025: 49 · 2024: 71 · 2023: 38 · 2022: 54 · 2021: 67 · 2020: 67 · 2019: 53 · 2018: 40 · 2017: 35 · 2016: 31 · 2015: 14 · 2014: 3
FWCI: 142.29
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: cc-by-nc-sa
Locations: CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
PubMed Central (publishedVersion, cc-by-nc-sa)
PubMed (publishedVersion)
Carolina Digital Repository (University of North Carolina at Chapel Hill) (submittedVersion)
UNC Libraries
Funders: National Science Foundation (1118890, 0942215)
Topics: Social Sciences › Education › Innovative Teaching Methods
Social Sciences › Education › Higher Education Research Studies
Social Sciences › Education › Evaluation of Teaching Practices
Keywords: course structure, active learning, academic performance, racial and ethnic disparities, first-generation college students, Black-White achievement gap, distributed learning, classroom community, student study time, higher education
MeSH terms: Behavior, Curriculum, Educational Measurement, Ethnicity, Female, Humans, Male, Perception, Regression Analysis, Students, Time Factors, Universities, Problem-Based Learning, Racial Groups

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Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?

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