Effectiveness of a First-Year Course Design Resulting in Narrowing Learning Gaps

• In Event: AERA Poster Session Wednesday 11:45am
  In Poster Session: Div J, Section 4 Poster Session 1

Abstract

A critical redesign of a first-year Statistics course in response to California State University Chancellor’s Office’s Executive Order 1110 (2017) used a master blueprint with contents arranged as building-blocks. Freshmen enrolled in the course had consistently high pass rates over six years. The pre- and post-knowledge surveys showed significant knowledge gain. The focused intervention strategy in Fall 2023 and 2024 was a significant contributor to an increase in the pass rates. The study also traced equity gap trends for Pell-eligible, underrepresented minority, First-generation college student subgroups, and for gender. Students’ perceptions of teacher-initiating a sense of belonging were shown to be viewed as teacher effectiveness, which in turn affected their attendance, and therefore, their course grade.

Authors

• Deborah M. Oh, California State University, Los Angeles

• Joshua M. Kim, California State University - Los Angeles

• Nazgol Makki, California State University - Los Angeles

• Zhengqing Ni, California State University - Los Angeles

• Wonjoo Shepard, California State University - Los Angeles