Abstract
We present results from a small-scale randomized controlled trial that evaluates the impact of just-in-time interventions on the academic outcomes of N = 65 undergraduate students in a STEM course. Intervention messaging content was based on machine learning forecasting models of data collected from 537 students in the same course over the preceding 3 years. Trial results show that the intervention produced a statistically significant increase in the proportion of students that achieved a passing grade. The outcomes point to the potential and promise of just-in-time interventions for STEM learning and the need for larger fully-powered randomized controlled trials.
Funder
National Science Foundation
Publisher
Public Library of Science (PLoS)
Reference26 articles.
1. Bureau of Labor Statistics. https://www.bls.gov/emp/tables/stem-employment.htm.
2. Student Attraction, Persistence and Retention in STEM Programs: Successes and Continuing Challenges;A Sithole;Higher Education Studies,2017
3. A controlled intervention to improve freshman retention in a STEM-based physiology major;M Leary;Advances in Physiology Education,2020
4. STEM attrition among high-performing college students: Scope and potential causes;X Chen;Journal of Technology and Science Education,2015
5. Fry CL. Achieving Systemic Change: A Sourcebook for Advancing and Funding Undergraduate STEM Education, The Coalition for Reform of Undergraduate STEM Education. The Association of American Universities. 2013; p. 1–30.
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献