Pearson’s Science and Engineering MyLab & Mastering Efficacy Report Highlights Student Success in STEM Disciplines

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Report Features Examples of How Institutions have Utilized Educational Technology to Identify At-Risk Students and to Improve Student Engagement

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April 21, 2015 — Today, Pearson released its 2015 Science and Engineering Efficacy Report, v.5, which highlights how our MyLab & Mastering technology can help college students studying STEM subjects stay engaged. The new edition includes 12 new, data-supported case studies demonstrating implementations of the MyLab & Mastering technology and its impact on teaching and learning for STEM subjects. The case studies in the report are organized around four key educational topics including: student engagement, identifying at-risk students, adaptive learning, and active learning/flipping the classroom. With input from more than 11 million student users annually, MyLab & Mastering creates learning experiences that are truly personalized and continuously adaptive.

According to information from the The National Center for Education Statistics, 48 percent of bachelor degree students and 69 percent of associate degree students who entered STEM majors from 2003 to 2009 left their majors by the spring of 2009. Administrators and educators are drawing from both one another and the latest pedagogical research to find effective ways of retaining STEM students. Each of the case studies included in the 2015 Science and Engineering Efficacy Report involve the implementation of Mastering technology, as part of a greater course redesign initiative. The case studies describe how the technology was used to help engage and retain students.

At the University of Hawaii at Manoa, in Honolulu, students take Introduction to Biology II as the second course in a two-semester sequence for life-science majors. Students who consistently attempted the MasteringBiology homework had higher exam scores than students who skipped it. Students who attempted all or only missed one MasteringBiology homework assignment earned statistically significantly higher exam averages than did students who skipped two or more assignments. The number of homework attempts made by the students was a stronger indicator of students’ overall course success than their performance on the first exam.

At Butler University in Indianapolis, IN, MasteringChemistry was implemented in the general chemistry course with the goal of helping students develop study skills and gain content mastery. In addition, the diagnostic data allowed for a better understanding of student engagement and performance which enabled pedagogical changes to enhance learning outcomes. Over the seven-year period that MasteringChemistry has been in use, student averages on the American Chemical Society exam have generally been higher than prior semesters.

John Tweeddale, Pearson’s Senior Vice President of Efficacy and Quality, said, “Undergraduate students who attempt science, technology, engineering and math majors are at a high-risk of changing their majors to a non-STEM field. Since 17 of the top 20 highest paying jobs require STEM skills, it is imperative that these individuals are provided with the tools and resources necessary for increased success in STEM programs.”

To review the complete case studies, read the 2015 Science and Engineering Efficacy Report, v.5.

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Media Contact: Stacy Skelly, stacy.skelly(at)pearson(dot)com or 800-745-8489

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