WWC review of this study

Academic Concept Mapping (ACM): A critical thinking tool in academic advising for improving academic performance in college freshmen

Nelson, D. B. (2007). No publication.

  • Randomized Controlled Trial
     examining 
    258
     Students
    , grade
    PS

Reviewed: August 2021

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Academic achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Semester GPA

Academic Concept Mapping vs. Business as usual

0 Days

Full sample;
258 students

3.01

2.12

Yes

 
 
33
 
More Outcomes

Percent of Credits Completed (D or above)

Academic Concept Mapping vs. Business as usual

0 Days

Full sample;
258 students

0.77

0.74

No

--
Progressing in college outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Retention to second semester

Academic Concept Mapping vs. Business as usual

0 Days

Full sample;
258 students

0.89

0.76

No

--


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: 59%
    Male: 41%
    • B
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    Louisiana
  • Race
    Asian
    2%
    Black
    37%
    Other or unknown
    3%
    White
    58%
  • Ethnicity
    Hispanic    
    1%
    Not Hispanic or Latino    
    99%

Setting

The study took place in a 4-year public university in the south. There were 12 sections of the same course being offered.

Study sample

Student demographic characteristics are as follows: 59% female, 58% White, 37% Black, and 2% Asian. 1% of the sample were Hispanic.

 

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