Evaluating an Adaptive Equity-Oriented Pedagogy on Student Outcomes Through a Randomized Controlled Trial

• In Event: 63.040 - Pedagogy for Engaged Learning

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, game-based pedagogy) to address college students’ diverse learning needs (i.e., their strengths, interests, and areas for growth). This study utilizes identical measures to compare AEP and active-learning control conditions: 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.

Authors

• Andrew Estrada Phuong, University of California - Berkeley

• Judy Nguyen, Stanford University

• Fabrizio Daniel Mejia, Berkeley University of California