The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning

Thomas-Banks

2022

JITE:Research

Aim/Purpose: The exorbitant cost of traditional textbooks, which particularly impact low-income, underrepresented minority groups, can be a barrier to student success in higher education that contributes to educational inequities. The aim of this multi-methodology study, conducted at a mid-Atlantic minority-serving institution that serves primarily first-generation and lower-income learners, is to explore the impact of, and student satisfaction with, a one-price per-semester unlimited e-book subscription service and digital learning solution that includes a number of embedded interactive features, adaptive student learning activities, and learning outcome assessments. In addition, the paper is purposed to inform individuals in higher education so that they can make knowledgeable decisions when considering various book acquisition options. Background: A mid-Atlantic minority-serving institution becomes an early adopter of a one-price per semester unlimited e-book and interactive digital learning subscription service. Following adoption, a quantitative assessment regime was conducted to inform the institution. Methodology: Pass-fail rates for selected courses were compared before and following implementation and cost savings estimates in U.S. dollars were generated in collaboration with the bookstore and publisher. Additionally, student satisfaction and perceived learning efficacy survey were created and distributed. Contribution: This paper contributes significantly to the literature as it includes a population that is frequently neglected in studies that primarily are concentrated at traditionally white institutions (TWIs) with very low enrollments of Black students. Findings: A positive increase in course pass rates was found. Most students expressed having been concerned about paying for books in prior semesters, that college textbooks cost too much, have struggled to purchase textbooks in the past, believe that the subscription plan helps students save money, and would like to see widespread adoption. With respect to the digital learning solution, the students found it easy to use, appreciated the integrated interactive features, believed the system helped them to learn more and stay on schedule, and were largely in agreement that they would like it adopted in more of their classes. When correlations, crosstabulations, and Chi-Square tests were conducted, students who indicated having the greatest financial concerns were stronger in their satisfaction with the unlimited e-book subscription plan and most likely to want to see a similar plan adopted in all of their courses. Recommendations for Practitioners: To better meet the needs of students, remove barriers to student success, and improve student learning outcomes, universities must play a role in delivering affordable student-centered course content. Recommendation for Researchers: E-book subscription services are a relatively new model and one that requires extensive exploration in order to examine the impact on student learning outcomes as well as perceived learner satisfaction. Impact on Society: The implications of this study are that the adoption of an unlimited e-book subscription that includes access to high-quality digital learning resources positions institutions of higher education well in the instance of a global pandemic or other catastrophic events that causes the sudden pivot to remote instruction. Additionally, such a system has both a positive impact on student achievement as well as perceived favorably by students. Further, the adoption of a low-cost subscription option is particularly beneficial to students who struggle financially. Future Research: It is the goal of the authors to partner with scholars at a broad range of institutions to further extend this line of inquiry.

Section: Discussionsupporting

confidence: 88%

Impact of an Unlimited E-Book Subscription Service and Digital Learning Solution in Management Education at A Minority Serving University

Thomas-Banks

2022

JITE:Research

“…HBCUs have never abandoned their mission of providing educational opportunities to students who may be otherwise marginalized; however, they are currently facing a number of challenges including declining enrollment numbers and lower-than-average graduation and retention rates (Seymour & Ray, 2015). Nevertheless, HBCUs are found to provide deeply supportive educational environments that are unparalleled elsewhere with black graduates of HBCUs more likely than black graduates of other institutions to be thriving (Buzzetto-More & Mitchell, 2009;Buzzetto-More & Ukoha, 2009;Seymour & Ray, 2015). Additionally, studies have found that choosing to transfer to a Historically Black College or University over a majority serving institution is positively associated with higher GPAs, greater college persistence, and increased rates of degree completion (Umbach, Tuchmayer, Clayton, & Smith, 2018).…”

Section: Introductionmentioning

confidence: 99%

Grit and Persistence: Findings from a Longitudinal Study of Student Performance

Mitchell

2019

IISIT

Aim/Purpose: The purpose of this study was to examine whether grit was a contributing factor to student persistence and success at minority serving institutions. Background: A number of studies conducted in the past fifteen years have concluded that grit is a positive predictor of achievement across many domains. But, is grit really the ultimate panacea for student success? This longitudinal study sought to answer that question by specifically focusing on business students attending a mid-Atlantic minority-serving institution that primarily serves low-income and first generation learners. Methodology: The research study under consideration used quantitative methods for data collection and analysis. It was initiated in the Fall of 2014 with the administration of the standard 12-item Grit assessment to all freshmen students enrolled in a university business department. Students were then followed longitudinally over a five year period with GPA and persistence to graduation documented. During the analyses, grit score was compared to participant first year GPA’s as well as retention and persistence to graduation via comparison tables and ANOVAs. Contribution: A lack of substantive studies conducted at HBCUs and other minority serving institutions poses a major gap in the existing literature available on grit. A number of authors have put forth a call to action for faculty at minority serving institutions to conduct meaningful studies focused on grit and student persistence in order to better inform the HBCU community. This study is specifically purposed to help fill some of the gaps in the available literature. The results of the research presented in this paper hopefully shed light on the need to explore non-cognitive factors that may affect student performance. In particular, research should explore factors that may, or may not, contribute to the success of under prepared college students in particular those who are from low income, first generation, and minority groups. This form of exploration is part of a commitment to positive student outcomes. Findings: According to the findings, there is a significant positive correlation between higher grit scores and both GPA and persistence to graduation. First year GPA, however, was not found to be a reliable predictor of academic success. Recommendations for Practitioners: As part of a commitment to positive student outcomes, faculty and administrators in higher education must be constantly exploring factors that may, or may not, impact student success. Recommendation for Researchers: The results of this research help to shed light on the need to explore elements that may help to contribute to the success of under prepared college students in particular those who are from low income, first generation, and minority groups Future Research: The authors conclude that while building the grittiness of freshmen students may lead to positive student outcomes, grit alone might not be enough. In fact, they postulate that grittiness without clarity of purpose, positive self-efficacy, and growth mindset may mean that students who may be gritty may not be exerting their energies appropriately. During the next phase, a model that is currently under development will be used as part of a mindset intervention to edify students about grit, growth mindset, locus of control/self-efficacy, and clarity of purpose. A complimentary research study examining student performance and perceptions will also be conducted.

“…Currently, there are 101 accredited HBCUs educating nearly 300,000 students (Buzzetto-Hollywood & Mitchell, 2019). As institutions of higher education, HBCUs are found to provide deeply supportive educational environments that are unparalleled elsewhere in the United States, with Black graduates of HBCUs more likely than Black graduates of majority serving institutions to be thriving (Buzzetto-More & Mitchell, 2009;Buzzetto-More & Ukoha, 2009;Seymour & Ray, 2015).…”

Section: Introductionmentioning

confidence: 99%

Introducing a Mindset Intervention to Improve Student Success

Mitchell

Hill

2019

IJELL

Aim/Purpose: The purpose of this paper is to introduce, describe, and document the methods involved in the preparation of a mindset intervention built into a freshmen development course, and established after years of longitudinal research, that is designed to have a positive impact on the outlook, achievement, and persistence of first generation and under-prepared students. Background: A number of studies conducted in the past fifteen years have concluded that grit, the persistence and perseverance to achieve goals, and growth mindset, the belief that skills and intelligence can be developed, are positive predictors of achievement; however, little focus has been placed on the implications at institutions purposed to educate minorities, first generation college students, and learners from diminished socio-economic backgrounds. Methodology: A series of models were created, custom self-assessment scales designed, and a lesson plan prepared purposed to deliver a mindset intervention to edify students about and change perceptions of grit, locus of control/self-efficacy, growth mindset, and goal setting. The mindset intervention, as presented in this paper, was delivered as part of a pilot implementation to students enrolled in a freshmen professional development course at a Mid-Atlantic HBCU in the Fall of 2019. Contribution: This qualitative paper documents an ongoing initiative while providing a workable template for the design and delivery of a mindset intervention that is believed will be highly effective with first generation and socio-economically disadvantaged learners. It represents the third paper in a five paper series. Findings: Prior research conducted by the authors shed light on the need to explore non-cognitive factors that may affect student performance such as grit, mindset, engagement, self-efficacy, and goal setting. The authors postulate that a carefully crafted mindset intervention delivered to freshmen students from traditionally underserved populations attending a minority serving institution in the mid-atlantic region of the United States will yield positive outcomes in terms of student success. Recommendations for Practitioners: As part of a commitment to positive student outcomes, faculty and administrators in higher education must be constantly exploring factors that may, or may not, impact student success. Recommendation for Researchers: Research is needed that explores elements that may help to contribute to the success of under prepared college students, in particular those who are from low income, first generation, and minority groups Impact on Society: Since, mindset interventions have been shown to be particularly effective with underserved students, it stands to reason that they should be adopted widely, and be effective at delivering positive outcomes, at HBCUs Future Research: The authors have introduced the mindset intervention with freshmen business students enrolled in a required professional development course. Results of the self-assessments and reflection questions are being collected and coded. Additionally, students are being administered a survey designed to measure the perceived efficacy of the initiative.