2021/04/02 by Thomas J. Gross, Qing Li, Qingxia Li +1
Psychology · Social Sciences · #Innovative Teaching Methods #Innovative Teaching and Learning Methods #Online and Blended Learning
paper · doi:10.1080/00219266.2021.1909639
crossref issued 2021/04/02 · crossref published 2021/04/02 · crossref published-online 2021/04/02 · openalex publication_date 2021/04/02 · crossref created 2021/04/03 · crossref published-print 2023/03/15 · crossref deposited 2024/08/27 · openalex created_date 2025/10/10 · crossref indexed 2026/07/27 · openalex updated_date 2026/07/29
The purpose of this study was to evaluate the preliminary outcomes of a learning community intervention (LC), which was based on the performance pyramid theoretical model of student supports. The LC integrated college algebra into biology course work. We used a quasi-experimental design to compare LC students to separate General Biology I and College Algebra course control groups on respective measures of biology and algebra course knowledge, and an assessment of perceived performance pyramid supports. Participants included 198 students (LC, n = 22; biology control, n = 52; mathematics control, n = 124) at a Historically Black University in the Southern United States. An analysis of covariance (ANCOVA) indicated that the LC students had significantly greater performance from pre- to post-test on a measure of biology course knowledge (Cohen’s d = 0.76) compared to the biology control group. An ANCOVA indicated that the LC and mathematics control students performed similarly on a measure of algebra course knowledge. Group differences from a multivariate analysis of covariance on perceived performance pyramid supports were mostly statistically non-significant. Overall, the LC increased biology course performance. Implications for improving biology course performance and better assessment of students’ perceptions of support for academic success are discussed.