The goal is to explore whether Video Lessons (VLs) or Journal Entries (JEs) have a greater impact on student withdrawal rates and exam scores.
MAT151 is a building block for students on the STEM path and having a stronger foundation should lead to better outcomes in higher level courses.
VLs, but no JEs, were completed by three sections of MAT151 in Fall 2019. JEs, but no VLs, are being completed by three sections of MAT151 in Spring 2020. There are similarities and differences across semesters, so a comparison of withdrawal rates and exam scores will be done on an exploratory basis. The objective is to determine any changes in withdrawal rates and exam scores that could potentially be due to VLs or JEs.
Withdrawal rates will be explored using Kaplan Meier Curves and Log Rank Tests. Exam scores will be explored using Histograms and Wilcoxon Rank Sum Tests. The results are forthingcoming, as the current semester is in progress. This space will be updated.
Based on the results of this exploratory study, and in conjunction with student feedback, my plan is to implement either VLs or JEs in future courses depending on which type of assessment appears to lead to greater student course retention and improved learning.
The purpose of this CATS is to explore student withdrawal rates and exam scores from six MAT151 courses across two semesters to determine whether Video Lessons or Journal Entries appear to lead to greater student course retention and improved learning.