WWC review of this study

A case study of evaluating undergraduate research courses as high-impact practices fostering student learning outcomes.

Moon, S., Hershey, J., & McMahan, S. (n.d.). Unpublished presentation, California State University, Fullerton.

  • Quasi-Experimental Design
     examining 
    1,478
     Students
    , grade
    PS

Reviewed: February 2016

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
Academic achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

GPA

High-Impact Practices (HIPs): Undergraduate Research Courses as HIPs vs. None

At graduation

Full sample;
1,478 students

3.31

3.28

Yes

 
 
3
 
Credit accumulation and persistence outcomes—Statistically significant negative effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Time to degree

High-Impact Practices (HIPs): Undergraduate Research Courses as HIPs vs. None

At graduation

Full sample;
1,478 students

0.79

0.87

Yes

-7
 
 


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 82%
    Male: 18%

  • Suburban
    • B
    • A
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    • D
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    • Y
    • a
    • h
    • i
    • b
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    • l
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    • y

    California
  • Race
    Asian
    15%
    White
    34%
  • Ethnicity
    Hispanic    
    35%
    Not Hispanic or Latino    
    65%
 

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This download will include data files for study and findings review data and a data dictionary.

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