Deeper Learning Effect and Variation: Evidence from Quasi-Experimental Analysis

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Having deeper learning (DL) competencies is essential for graduates to succeed in a variety of careers. However, research evidence of DL effects is scarce. Providing evidence of average DL effects may not tell the whole story about DL effects. Investigating the heterogeneity of DL effects is crucial. It is because there are considerable variations of DL programs in terms of what DL resources were available and how much and how well DL services were provided at different school sites given various school contexts and student characteristics. This study utilized the quasi-experimental analysis of propensity score methods to facilitate causal inference of the DL “treatment” effects by reducing systematic differences between students who were in network schools versus their counterparts in comparison schools using an ethnically diverse sample of students in California. This study informs policymakers and practitioners not only the inference of overall effects of DL but also its heterogeneity across student cohorts who come from diverse demographic backgrounds. Findings reveal that students who attended schools that focused on DL reported greater DL opportunities and thus had higher academic achievement scores and greater competencies in collaboration, engagement, motivation and self-efficacy. In addition, the DL effects were stronger for male students than female students in mathematics, collaboration, and motivation to learn and were weaker for English language learners (ELL) compared with non-ELLs in some domains overall. Finally, Black students appeared to benefit more from DL effects, followed by White and Hispanic students, but DL effects were not significant for Asian students.

Author

• Ting Shen, Missouri University of Science & Technology