ERIC Number: EJ1431728
Record Type: Journal
Publication Date: 2022
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2056-7936
Real-World Effectiveness of a Social-Psychological Intervention Translated from Controlled Trials to Classrooms
Patricia Chen; Dennis W. H. Teo; Daniel X. Y. Foo; Holly A. Derry; Benjamin T. Hayward; Kyle W. Schulz; Caitlin Hayward; Timothy A. McKay; Desmond C. Ong
npj Science of Learning, v7 Article 20 2022
Social-psychological interventions have raised the learning and performance of students in rigorous efficacy trials. Yet, after they are distributed "in the wild" for students to self-administer, there has been little research following up on their translational effectiveness. We used cutting-edge educational technology to tailor, scale up, and track a previously-validated Strategic Resource Use intervention among 12,065 college students in 14 STEM and Economics classes. Students who self-administered this "Exam Playbook" benefitted by an average of 2.17 percentage points (i.e., a standardized effect size of 0.18), compared to non-users. This effect size was 1.65 percentage points when controlling for college entrance exam scores and 1.75 [-1.88] for adding [dropping] the Exam Playbook in stratified matching analyses. Average benefits differed in magnitude by the conduciveness of the class climate (including peer norms and incentives), gender, first-generation status, as well as how often and how early they used the intervention. These findings on how, when, and who naturally adopts these resources address a need to improve prediction, translation, and scalability of social-psychological intervention benefits.
Descriptors: College Students, STEM Education, Economics Education, Cognitive Development, Emotional Development, Social Development, Student Motivation, Educational Resources, Intervention, Active Learning, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Improving Undergraduate STEM Education (IUSE)
Authoring Institution: N/A
Grant or Contract Numbers: 1625397