Learning stoichiometry: a comparison of text and multimedia formats.
Evans, K. L., Yaron, D., & Leinhardt, G. (2008). Chemistry Education Research and Practice, 9(3), 208-218.
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examining45Students, gradePS
Open Learning Initiative (OLI) Intervention Report - Supporting Postsecondary Success
Review Details
Reviewed: May 2019
- The study is ineligible for review because it does not include an outcome within a domain specified in the protocol.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Open Learning Initiative (OLI).
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Practice Guide
Review Details
Reviewed: May 2019
- Practice Guide (findings for Open Learning Initiative (OLI))
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
OLI Chemistry Posttest |
Open Learning Initiative (OLI) vs. Business as usual |
0 Days |
Full sample;
|
77.00 |
65.00 |
Yes |
|
|
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 40%
Male: 60% -
Urban
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Pennsylvania
Study Details
Setting
Students from the Carnegie Mellon University (CMU) freshman class were recruited to participate in the study. Those recruited completed an electronic background survey.
Study sample
The OLI group was 67 percent male and the comparison group was 54 percent male. The mean and standard deviation for SAT scores for the OLI group was 1389 (104) and for the comparison group 1369 (101). All students were freshmen at Carnegie Mellon University. No information about race/ethnicity was provided.
Intervention Group
The OLI Stoichiometry Review Course was created with support from the Open Learning Initiative (OLI) at CMU. The online course features include a drop-down syllabus which allows students to navigate any of the multiple modules from two key units that make up the course. Students interactively work on the modules and take an estimated 20 to 25 hours to complete the entire course. The course is accessed through a password-protected website.
Comparison Group
Students in the comparison condition were provided a text-based study guide that mirrored the topics presented in the OLI course.
Support for implementation
No information provided.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).