Impact on Students
Drexel University
In the redesign, did students learn more, less or the same compared to the traditional format?
Improved Learning
There was a statistically significant improvement in learning under the redesign, as measured by the students' final grades (p = 0.0130). The results show that students in the combined pilot and redesigned versions of the course had considerably more A and fewer F grades when compared to the traditional course.
The traditional course and the redesign pilot, taught in winter 2001-02, and the fully redesigned course taught in winter 2002-03, used the same midterm exams. Midterm scores for the redesigned course were significantly higher than the midterm scores for the traditional version (using t-tests), indicating improved learning in the redesigned course. As a result, the instructors created a more difficult final examination to appropriately challenge and assess the students in subsequent offerings of the redesigned course.
| Midterm 1 | Midterm 2 | Final | |
| Traditional | |||
| Average (%) | 67.9 | 66.2 | 79.6 |
| Standard Deviation (%) | 13.7 | 19.2 | 18.7 |
| Standard Error (%) | 1.0 | 1.5 | 1.4 |
| Number | 186 | 171 | 167 |
| Pilot | |||
| Average (%) | 73.5 | 71.8 | 83.7 |
| Standard Deviation (%) | 14.6 | 17.7 | 15.0 |
| Standard Error (%) | 2.5 | 3.1 | 2.7 |
| Number | 34 | 32 | 31 |
| Redesign | |||
| Average (%) | 73.3 | 75.0 | 80.5 |
| Standard Deviation (%) | 15.9 | 19.4 | 13.5 |
| Standard Error (%) | 1.2 | 1.6 | 1.1 |
| Number | 184 | 156 | 151 |
Improved Retention
DWF (drop-failure-withdrawal) rates were consistently reduced 10-12% through the redesign. Student numbers were sufficient to compute the statistical significance of these differences in only one set of comparisons (p=0.035), but all were in the same positive direction.
Program in Course Redesign Quick Links:
Program In Course Redesign Main Page...
Lessons Learned:
Round 1...
Round II...
Round III...
Savings:
Round I...
Round II...
Round III...
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