Results Library
Pearson digital solutions support and extend teaching and learning in pursuit of defined learner outcomes. This searchable collection of case studies documents implementation results and educational best practices in a range of learning environments. Browse educator-provided evidence below. Learn more about how you can share your results.
ACCUPLACER // MyFoundationsLab Case Study
Educator case study (PDF)
Gary Kaplan / JFYNetworks
Essex Agricultural and Technical High School; North Shore Technical High School; Revere High School
4-Mar-2014
ACCUPLACER Preparation with ACCUPLACER//MyFoundationsLab in three Massachusetts high schools leads to improved placement scores for 72% of students, eliminating the need for 190 remedial classes, and creating tuition savings of over $100,000
MyFoundationsLab Case Study
Educator case study (PDF)
Donna Butler
Owensboro Technical and Community College
3-Mar-2014
After taking a one-week Compass Boot Camp or College Connections Summer Bridge Program with MyFoundationsLab, on average, 92 percent of students retesting on the Compass advanced one or more developmental course levels; 80 percent retested college-ready.
MyFoundationsLab Case Study
Educator case study (PDF)
Rich Turner
Florida State College at Jacksonville
3-Mar-2014
The goal of the P.E.R.T. (Postsecondary Education Readiness Test) Diagnostic, Remediation, and Retest Pilot program is to provide a low-cost way to accelerate a specific group of students into college credit-bearing courses. More than 50% of students retested as college-ready after a self-directed remediation through MyFoundationsLab.
MyFoundationsLab Case Study
Educator case study (PDF)
Jacqueline Pena
Miami Dade College
17-Feb-2014
After taking a one-week reading or writing Boot Camp with MyFoundationsLab, 50 percent of students moved up one developmental course level and 25 percent placed out of developmental courses altogether.
MyWritingLab Case Study
Educator case study (PDF)
Dawn Cable
Eastern Gateway Community College
17-Feb-2014
Redesigning our developmental course sequence with MyWritingLab resulted in increased student success rates.
MyStudentSuccessLab Case Study
Educator case study (PDF)
Amy Baldwin and Ann Fellinger
Pulaski Technical College
14-Feb-2014
When students did not show significant improvement on questions tied to specific learning objectives in the post-course assessment, two modules in MyStudentSuccessLab were assigned in full: Goal Setting and Learning Preferences. Post-Test scores on these two modules have increased as a result.
MyFoundationsLab Case Study
Educator case study (PDF)
Tammy Fitting
North Dakota Center for Distance Education
12-Feb-2014
North Dakota Center for Distance Education deployed MyFoundationsLab in a self-paced, online college readiness course for 12th grade students. Students achieved consistent gains in their ACT scores in a subsequent retake of the exam.
MyAutomotiveLab is used throughout our program. It engages students and enhances their understanding of course material, thereby improving their exam grades
James Haun, Walla Walla Community College
100% of students using CourseConnect: EMS passed the Illinois State EMT Licensing Exam on the first attempt
Educator case study (PDF)
Tom Stoudt
Hero's Academy
27-Jan-2014
Tom Stoudt uses CourseConnect: EMS to deliver a blended Emergency Medical Technician training course that is learner-centered and outcome-based. Since 2010, 100% of his students have passed the IL state licensing exam--compared to the nationwide average pass rate of 68%.
MyPsychLab Case Study
Educator case study (PDF)
Danae Hudson, Brooke Whisenhunt
Missouri State University
22-Jan-2014
With MyPsychLab, student learning gains increased over the past three years from 32 percent to an average of 76 percent, as measured by a comparison of pre- and post-test scores. In addition, the university’s per-student costs were reduced by 10 percent.
MyHVACLab
Educator testimonial (PDF)
Carter Stanfield
Athens Technical College
21-Jan-2014
The immediate feedback in MyHVACLab is a very powerful tool.
Data from math prep course for nurses indicates a marked decrease in the number of failures of clinical math test and repeat test attempts
Educator case study (PDF)
Reading Area Community College
29-Dec-2013
Disappointed with student performance on their clinical math test, the nursing department implements a MyMathTest-supported review course
Students who completed the redesigned courses completed College Algebra at a rate of over 90%
Educator case study (PDF)
Stark State College
29-Dec-2013
Stark State College used MyMathLab in its Developmental Math course redesign as part of the Changing the Equation (CTE) National Center for Academic Transformation/Gates Foundation grant. All CTE participants implemented the Emporium Model at their two-year institutions.
25.5 percent more Intermediate Algebra students pass final exam in redesigned course than in traditional course
Educator case study (PDF)
Volunteer State College
29-Dec-2013
Volunteer State College used MyMathlab in its Developmental Math course redesign as part of the Changing the Equation (CTE) National Center for Academic Transformation / Gates Foundation grant. All CTE participants implemented the Emporium Model at their two-year institutions.
Developmental Math Common Final Exam scores increase an average of 10.8 points in emporium redesign
Educator case study (PDF)
Somerset Community College
29-Dec-2013
Somerset Community College used MyMathLab in its Developmental Math course redesign as part of the Changing the Equation (CTE) National Center for Academic Transformation / Gates Foundation grant. All CTE participants implemented the Emporium Model at their two-year institutions.
MySpanishLab Case Study
Educator case study (PDF)
Kristy Britt
University of South Alabama
29-Dec-2013
Redesigning our Introductory Spanish I and II sequence with MySpanishLab has allowed us to achieve measurable improvements on a number of key challenges, including high failure rates, limited lab space, and inconsistencies across numerous class sections.
Mean scores for students participating in redesign sections are significantly higher than peers in traditional sections
Educator case study (PDF)
West Virginia University at Parkersburg
29-Dec-2013
West Virginia University at Parkersburg used MyMathLab in its Developmental Math course redesign as part of the Changing the Equation (CTE) National Center for Academic Transformation / Gates Foundation grant. All CTE participants implemented the Emporium Model at their two-year institutions.
Student performance improves significantly in all three developmental courses as measured by comparing mean performance on common final exams
Educator case study (PDF)
Pearl River Community College
27-Dec-2013
Pearl River Community College used MyMathLab in its Developmental Math course redesign as part of the Changing the Equation (CTE) National Center for Academic Transformation / Gates Foundation grant. All CTE participants implemented the Emporium Model at their two-year institutions.
Student Engagement and Independent Learning increase with Mastering
Educator case study (PDF)
Daniel Kelley
Bowling Green State University–Firelands College
27-Dec-2013
Students using MasteringGeology are more engaged and do more independent learning resulting in higher student success rates.
Mastering used as tool in bilingual course
Educator case study (PDF)
Zhonglin Lu
Beijing Normal University
27-Dec-2013
By using English-language textbooks with MasteringChemistry, Chinese instructors are better able to assess those students who are developing chemistry skills in both English and Chinese.
Emporium redesign results in significant student performance improvement in Essential Mathematics and Introductory Algebra as measured by mean common final exam scores
Educator case study (PDF)
Robeson Community College
27-Dec-2013
Robeson Community College used MyMathLab in its Developmental Math course redesign as part of the Changing the Equation (CTE) National Center for Academic Transformation / Gates Foundation grant. All CTE participants implemented the Emporium Model at their two-year institutions.
Emporium redesign results in average increase of 26.75 points on common final exams across developmental math sequence
Educator case study (PDF)
Oakton Community College
27-Dec-2013
Oakton Community College used MyMathLab in its Developmental Math course redesign as part of the Changing the Equation (CTE) National Center for Academic Transformation / Gates Foundation grant. All CTE participants implemented the Emporium Model at their two-year institutions.
Emporium redesign results in impressive 45% improvement in performance by redesign students over traditional students
Educator case study (PDF)
Northern Virginia Community College
27-Dec-2013
Northern Virginia Community College used MyMathLab in its Developmental Math course redesign as part of the Changing the Equation (CTE) National Center for Academic Transformation / Gates Foundation grant. All CTE participants implemented the Emporium Model at their two-year institutions.
Increased engagement and student success after adopting MasteringEngineering
Educator case study (PDF)
Paul Akangah
North Carolina Agricultural and Technical State University
27-Dec-2013
Because students are engaged by MasteringEngineering homework, they spend more time using it and develop more independent-learning skills. After only one semester, there was a strong correlation between homework scores and final exam grades, and student success rates improved.
A compendium of 47 studies quantifying Mastering's impact on teaching, learning, and retention. The studies illustrate the variety of ways instructors have used Mastering and the results they have achieved.
