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.

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Showing 376 - 400 of 530 results

Developmental courses redesigned in a MyLabsPlus-supported emporium model resulted in an 18.4 percent increase in pass rates, plus increases in learning gains.

Educator case study (PDF)

Susan Twigg
Wor-Wic Community College

23-Jan-2015

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While all redesigned courses demonstrated higher learning gains, the Intermediate Algebra course had an increase of 57.4 percentage points, or 844%.

After implementing Personalized Homework in MyMathLab, final exam scores improved an average of 7.6 percentage points over the institutional average in face-to-face Intermediate Algebra courses.

Educator case study (PDF)

15-Jan-2015

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I get to work with students more and actually teach in class, rather than simply writing down problems and grading.

Brad Stetson, Schoolcraft College

Data from a developmental math redesign pilot indicates that the average rate of student progress in redesigned classes was nearly 40 percent higher than that in traditional classes.

Educator case study (PDF)

Joseph Brenkert
Front Range Community College

12-Jan-2015

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Although only 65 percent of students in the redesigned hybrid-format classes passed, students progressed on average through 95 percent of a course—illustrating the true advantage of redesign.

In a technical math course, average ABC rates rise 11 percent after implementation of MyMathLab in spring 2011 and 31 percent after Contextual Projects were assigned within MyMathLab in fall 2013.

Educator case study (PDF)

6-Jan-2015

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I’m so glad I’m using MyMathLab in this course. It saves time in class, which has enabled me to add a test; and now I can use the same materials in both my face-to-face and online sections.

Matthew Hudock, St. Philip's College

Help Me Solve This tool perceived by students to develop understanding of math

Educator case study (PDF)

Ruthmae Sears, Francis Hopf, Ana Torres-Ayala, Matthew Maher
University of South Florida

1-Jan-2015

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The survey results found that the Help Me Solve This tool was the resource used most frequently and that students had a positive disposition toward it. Eighty percent of the students who completed the survey reported that they used the Help Me Solve This tool to solve tasks perceived to be a challenge.

Mastering users attempted more homework and had more As than those doing paper-and-pencil homework

Educator case study (PDF)

Jeffrey Knutsen
University of Colorado Boulder

28-Dec-2014

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Students who used MasteringEngineering for homework attempted more homework assignments and were more likely to earn an A in the course than students who did paper-and-pencil homework assignments.

Higher exam scores and positive student feedback after implementing Adaptive Follow-Up

Educator case study (PDF)

Rebecca Orr
Collin College

28-Dec-2014

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When Adaptive Follow-Up was added, there was a statistically significant increase in end-of-semester student exam scores.

Students using MasteringA&P had higher final exam averages

Educator case study (PDF)

Chad Wayne
University of Houston

28-Dec-2014

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Students who used MasteringA&P to complete extra-credit homework earned significantly higher exam scores than students who did not use MasteringA&P.

Increased final exam averages after Adaptive Follow-Up Added

Educator case study (PDF)

Donna Barron
Hudson Valley Community College

28-Dec-2014

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The introduction of new concepts prior to lecture increased student engagement and participation, and the addition of prelecture and Adaptive Follow-Up assignments resulted in higher exam averages.

Mastering Biology educator study

Educator case study (URL)

Curtis Coffman
Vincennes University

28-Dec-2014

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After implementing Mastering Biology as part of a four-year course redesign to a flipped classroom, students earned more As and Bs and earned higher average final exam scores.

Science and Engineering Mastering Report 2015

Other publication (PDF)

23-Dec-2014

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The Science and Engineering v.5 report features 12 data-driven case studies from both two- and four-year schools, along with research and statistics on current educational topics: student engagement, identifying at-risk students, Adaptive Learning, and flipping the classroom.

Mastering homework participation and student success

Educator case study (PDF)

Delena Bell Gatch
Georgia Southern University

9-Dec-2014

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Over a four-year period of study, students who attempted all of the MasteringPhysics homework assignments earned significantly higher final exam averages than students who skipped assignments.

Long Term Success with MasteringChemistry

Educator case study (PDF)

Robert Pribush
Butler University

9-Dec-2014

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Average American Chemical Society exam percentiles increased when MasteringChemistry was used to help students develop study skills and gain content mastery.

MyReadinessTest as a predictor of student success

Educator case study (PDF)

Louis McIntyre
Robeson Community College

9-Dec-2014

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Student scores on the MyReadinessTest diagnostic exam were predictive of student success in the course.

Mastering homework participation as an indicator of course success

Educator case study (PDF)

Justin Walguarnery
University of Hawaii at Manoa

8-Dec-2014

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Students who consistently attempt the MasteringBiology homework tend to have significantly higher exam scores than students who skip the assignments.

MyReadingLab Case Study

Educator case study (PDF)

Meredith Reeves and Cynthia Galvan
Milwaukee Area Technical College

2-Dec-2014

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Using MyReadingLab, students are improving their Lexile level an average of 125 points from the beginning to the end of the semester. Students who complete more than 21 topic posttests show the most significant improvement on the Mastery Check post-assessment.

Meredith Reeves and Cynthia Galvan

MyWritingLab for Nursing Students

Educator case study (PDF)

Bev Schaefer and Shirlene Newbanks
Indiana Wesleyan University

19-Nov-2014

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Ninety-eight percent of students taking Introduction to Baccalaureate Nursing successfully completed their work in MyWritingLab, leading to improved writing skills—a critical element of their Bachelor of Science degree in Nursing.

Bev Schaefer and Shirlene Newbanks

Unidos + MySpanishLab Case Study

Educator case study (PDF)

Lilia Ruiz-Debbe
Stony Brook University

10-Nov-2014

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Tracking data from seven components in our final exams allows us to make data-driven decisions about what skills need to be given more emphasis as we hone our course model. When surveyed, 90 percent of our instructors would choose to continue teaching with the flipped model.

Lilia Ruiz-Debbe

MyWritingLab Case Study

Educator case study (PDF)

Lisa Williams
Kirkwood Community College

5-Nov-2014

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After taking Basic Writing, a developmental writing course in which MyWritingLab accounts for 50 percent of the final grade, Compass exam retest scores average 24 points higher than initial placement scores.

Lisa Williams

MyPsychLab Case Study

Educator case study (PDF)

Susan Santos, Beth Settlemoir
Gateway Community & Technical College

5-Nov-2014

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The data indicate a strong correlation between MyPsychLab study plan post-test scores and in-class exam scores. This is valuable information as it shows how MyPsychLab scores can be used as a leading indicator to predict student performance on exams and in the course.

MySpanishLab Case Study

Educator case study (PDF)

Dallas Jurisevic
Metropolitan Community College

23-Oct-2014

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Final exam area scores in the hybrid course format average three percentage points higher than in the online course format and eight percentage points higher than in the face-to-face course format.

Dallas Jurisevic

MyReadingLab Case Study

Educator case study (PDF)

Marilynn Schenk
San Diego Mesa College

17-Oct-2014

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From spring 2013 to spring 2014, 146 students passed the redesigned, compressed sections of College Reading and Study Skills I and II. These students are accelerating through developmental reading in half the time of students enrolled in the traditional course format.

Marilynn Schenk

Unidos MySpanishLab Case Study

Educator case study (PDF)

Marta Tecedor Cabrero
Texas Tech University

17-Oct-2014

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One hundred percent of instructors teaching the flipped method report that the quality of students' communication skills has improved and that they have seen a noticeable increase in student engagement and communication during class time. Ninety-five percent of instructors would elect to continue teaching the flipped model.

Marta Tecedor Cabrero

MyProgrammingLab Case Study

Educator case study (PDF)

Andrew Eisler
University of Central Florida

9-Oct-2014

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After implementation of MyProgrammingLab, the percentage of students earning final course grades of A or B increased by 22 percentage points—from 30 to 52 percent. The percentage of students earning a D or F decreased by 21 percentage points—from 30 to 9 percent.

MyProgrammingLab Case Study

Educator case study (PDF)

Andrew Eisler
University of Central Florida

9-Oct-2014

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After implementation of MyProgrammingLab, the percentage of students earning final course grades of A or B increased by 22 percentage points—from 30 to 52 percent. The percentage of students earning a D or F decreased by 21 percentage points—from 30 to 9 percent.

Showing 376 - 400 of 530 results