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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.

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Showing 526 - 550 of 569 results

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

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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.

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

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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

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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.

Mastering used as tool in bilingual course

Educator case study (PDF)

Zhonglin Lu
Beijing Normal University

27-Dec-2013

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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.

Increased engagement and student success after adopting MasteringEngineering

Educator case study (PDF)

Paul Akangah
North Carolina Agricultural and Technical State University

27-Dec-2013

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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.

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

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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.

Student Engagement and Independent Learning increase with Mastering

Educator case study (PDF)

Daniel Kelley
Bowling Green State University–Firelands College

27-Dec-2013

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Students using MasteringGeology are more engaged and do more independent learning resulting in higher student success rates.

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

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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.

Mastering Science and Engineering Report, v. 4

Other publication (PDF)

26-Dec-2013

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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.

Final Exam performance increases by an average of 44.7% in developmental math emporium redesign

Educator case study (PDF)

Lurleen B. Wallace Community College

18-Dec-2013

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Lurleen B. Wallace 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.

The percentage of developmental math students successfully completing a college-level math course increases from 42% before the emporium redesign to 76% after

Educator case study (PDF)

Northwest-Shoals Community College

18-Dec-2013

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Northwest–Shoals 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 shows a significant 58.8% increase in two-semester successful completion

Educator case study (PDF)

Mountwest Community & Technical College

18-Dec-2013

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Mountwest Community & Technical 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 leads to significant increases in student learning, ranging from 20% to 50%

Educator case study (PDF)

Heartland Community College

18-Dec-2013

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Heartland 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.

Students in redesigned sections score significantly higher overall in course competencies when compared to students in traditional sections

Educator case study (PDF)

Nashville State Community College

18-Dec-2013

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Nashville State 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 common final exam scores improved in both Prealgebra and Basic Algebra

Educator case study (PDF)

Bowling Green Technical College

17-Dec-2013

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Bowling Green Technical 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 performance improved significantly in all three developmental math courses as measured by performance on common final exams.

Educator case study (PDF)

Guilford Technical College

17-Dec-2013

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Guilford Technical 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.

Redesign students increased their scores on common content exam questions by 21 percentage points

Educator case study (PDF)

Laramie County Community College

17-Dec-2013

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Laramie County 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.

Developmental Math redesign results in statistically significant increase in completion rates.

Educator case study (PDF)

Cochise College

17-Dec-2013

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Cochise 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.

Exam scores and Dev Math pass rates increase after MyMathLab implementation

Educator case study (PDF)

Lynn Marecek
Santa Ana College

17-Dec-2013

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Exam scores increased an average of 21.6 percent after MyMathLab was implemented.

The Neighborhood adds realism to the course

Educator testimonial (PDF)

Cindy Fenske
University of Michigan

11-Dec-2013

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The Neighborhood helps to teach students how to think about nursing

Educator testimonial (PDF)

Karen Lea
Saint Luke's College of Health Sciences

11-Dec-2013

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MyLab Information Technology Report

Other publication (PDF)

5-Dec-2013

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A compilation of eight case studies and five user profiles, highlighting MyITLab's impact on teaching, learning, and retention. The studies illustrate the variety of ways instructors have used MyITLab and the results they have achieved.

When Mastering was integrated in course and lab, student success rates increased

Educator case study (PDF)

Lourdes Norman-McKay
Florida State College at Jacksonville

4-Dec-2013

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Grade data indicate that use of Mastering learning technologies enhances student pass rates and improves student retention. Student feedback and faculty observations suggest that it also helps students better prepare for both lecture and lab and more fully engage in the curriculum.

Developmental Math Boot Camp Succeeds with MyFoundationsLab

Educator case study (PDF)

Jason Rosenberry
Harrisburg Area Community College

4-Dec-2013

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After completion of a one-week boot camp comprising instructor-led lecture and exercises in MyFoundationsLab, 80 percent of participating students advanced at least one course level of developmental math.

Jason Rosenberry

Exam Scores Increased When Adaptive Follow-Up was Implemented with MasteringBiology Homework

Educator case study (PDF)

Rebecca Orr
Collin College

25-Nov-2013

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Student feedback indicated that Adaptive Follow-Ups were beneficial in mastery of concepts and motivated them to work harder on MasteringBiology homework assignments.

Showing 526 - 550 of 569 results