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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Mastering Physics educator study reports on strategies to engage students in learning
Educator case study (URL)
Adam Beehler
University of Utah
24-Jan-2019
Mastering Physics was implemented to provide interactive resources for both in- and out-of-class use, along with in-class active learning. The groups of students who earned above average Mastering scores had significantly higher final exam averages, and a strong correlation was found between pre-lecture Mastering homework and Learning Catalytics.
Mastering Biology educator study looks at required and extra credit homework
Educator case study (URL)
Charles Galt
Santa Rosa Junior College
17-Jan-2019
Students reported Mastering helped them do better in the course and the results showed that the group with above average Mastering performance had a higher exam average.
How can requiring Mastering A&P benefit your students? Find out how two institutions implemented Mastering to engage students and improve learning.
How can requiring Mastering benefit your students? Find out how three institutions implemented Mastering to improve student engagement and preparedness and develop problem-solving skills for increased course success.
Mastering A&P educator study analyzes quizzing and use of optional resources
Educator case study (URL)
Xavier Aranda
University of Texas at Arlington
20-Dec-2018
Students who performed better on Mastering A&P quizzes tended to have higher final exam averages than students who scored lower on the quizzes. Survey feedback revealed that students liked and were using the optional Dynamic Study Modules, so the instructor decided to add those as part of the required homework in upcoming semesters.
Mastering Chemistry educator study evaluates learning resources
Educator case study (URL)
Jo Nell Aarons Gillings
Miami Dade College
19-Oct-2018
When Mastering was implemented, the instructor received positive feedback from students, and students who used different resources tended to have higher final exam scores. When asked about what they liked about Mastering one student said, "What I liked about Mastering was the relevance it had toward the material we experienced on the exams and in class."
Mastering Physics Impact Evaluation Study
Impact Evaluation study (PDF)
Penn State University
25-Sep-2018
This study was conducted by Pearson's Impact Evaluation Team as part of their efficacy reporting. In 2015 and 2016, Pearson conducted an analysis of course data with Penn State University and found that students in Introductory Physics courses who did better on their Mastering Physics homework tended to perform better in course exams and external standardized assessments (FCI and BEMA). Penn State emphasized the importance of using Mastering homework for practice and learning rather than as a primary way to earn course credit.
Mastering Chemistry Impact Evaluation Study 2
Impact Evaluation study (URL)
Ohio State University
25-Sep-2018
This study was conducted by Pearson's Impact Evaluation Team as part of their efficacy reporting. SRI International conducted research at Ohio State University, comparing students who used Mastering Chemistry to students who used Sapling. In Fall 2016, use of Mastering Chemistry was associated with higher course performance than was use of Sapling in terms of final exam scores, course grades and passing the course. In Spring 2017, use of Mastering Chemistry was associated with higher course performance than was use of Sapling in terms of course grade and passing the course.
Mastering Chemistry Impact Evaluation Study 1
Impact Evaluation study (PDF)
25-Sep-2018
This study was conducted by Pearson's Impact Evaluation Team as part of their efficacy reporting. A study conducted by SRI International at a highly selective research university in California indicated a strong positive association between use of Mastering Chemistry and course performance. When controlling for prior achievement and demographic characteristics, the positive relationships between the number of problems attempted and the final exam and course scores were statistically significant. The majority of students reported that Mastering helped them come to class better prepared, have access to a greater variety of learning materials, and prepare for tests/quizzes.
This study was conducted by Pearson's Impact Evaluation Team as part of their efficacy reporting. In Spring 2017, Pearson set out to investigate the relationship between the use of Mastering Biology and academic performance. After conducting research with 106 students at a large four-year state university in Texas, researchers found that averaging 90% or better on their Mastering homework assignments was associated with a 9% increase in their exam scores.
Pearson Inclusive Access study documents increased student engagement
Educator case study (URL)
Lynett Rock, Math and Science Division Chair
Connors State College
14-Aug-2018
After Pearson Inclusive Access was implemented, the percentage of students enrolled in MyLab Math across four courses who began to submit homework assignments by the second week of the semester increased twelve percentage points, from 75% to 87%.
Mastering Physics educator study reports on redesign of calc-based physics course
Educator case study (URL)
Sarah Formica, Associate Professor
University of North Georgia
13-Aug-2018
Mastering was implemented in a flipped classroom to provide diverse learning resources, enhance problem-solving skills, and minimize homework copying.
For instructors, technology can mean less time grading and more time for lecture preparation. But how does it benefit your students? Find out how MyLab, Mastering, and Revel are helping engage, support, and prepare students to be successful in the classroom and beyond.
Mastering Engineering educator study summarizes published research paper findings
Educator case study (URL)
Mark Andersland, Associate Professor
University of Iowa
14-Jun-2018
Iowa conducted a study comparing a student-centered, flipped classroom to a lecture-based, traditional classroom. Results indicated that students in the student-centered section were significantly more engaged and achieved higher learning outcomes than students in the lecture-based section.
Mastering Physics educator study reports on the success of using different assignment types
Educator case study (URL)
John McClain
Temple College
1-May-2018
Smaller, more frequent Mastering homework was assigned pre- and post-lecture to engage students and provide diverse learning opportunities. Results show that the group of students with above average Mastering scores had a higher exam average.
Spotlight on Mastering Implementation: How can cheating on Mastering homework be addressed?
Other publication (URL)
1-Apr-2018
What best practices should be implemented to address cheating? How can you implement homework to motivate students to work the problems themselves? This spotlight includes research-based strategies designed to provide guidance to educators when needed.
Spotlight on Mastering Implementation: What if exam scores aren't reflective of homework scores?
Other publication (URL)
1-Apr-2018
If correlations between required Mastering homework scores and exam performance are not strong, first try to understand why. The initial thought may be that students are cheating on homework. While that can be the case, it is not the only reason that can happen as demonstrated by the examples shared in this spotlight.
Spotlight on Mastering Implementation: How can students be held accountable for coming to class prepared?
Other publication (URL)
1-Apr-2018
Find out how instructors can implement pre-lecture assignments in Mastering to prepare for class. Said one educator, "Since adoption of Mastering Biology and implementation of pre-lecture homework assignments, students are noticeably more engaged during lectures, and classes are more interactive.”
How can requiring Mastering benefit your students? Find out how three institutions implemented Mastering Engineering to improve student engagement and preparedness for increased course success.
Pearson Inclusive Access study tracks student access and cost savings
Educator case study (URL)
Russell Larsen
University of Iowa
9-Jan-2018
Pearson Inclusive Access at the University of Iowa has enabled 88% of students to begin completing course assignments before or during the first week of class. Over two years, students in one course at the university have saved over $146,000 in course materials.
Special Interest Article on Planning Your Technology Implementation
Other publication (URL)
1-Dec-2017
Research demonstrates that technology-enhanced instruction can both increase student learning outcomes and lead to greater efficiencies in costs and other resources. As more instructors adopt educational technology, it is important that they understand how to implement the technology to achieve their desired goals.
Special Interest Article on Active Learning: Engaging Distracted Students in the Classroom
Other publication (URL)
1-Dec-2017
Do you struggle with students who are more focused on their tablets than what’s happening in the classroom? Do you see students with a death grip on their phones trying to sneak glances as you lecture? Do you feel like you are competing with a digital device for a student’s attention? This article discusses active learning strategies to address those issues, along with examples of how instructors have implemented Mastering and Learning Catalytics as part of a redesign to more active learning.
MasteringBiology Educator Study - University of Essex
Educator case study (PDF)
Gail Capper
University of Essex
1-Nov-2017
Mastering Biology has been in place at the University of Essex (UK) for over 7 years and throughout that time the lecturer Louise Beard has developed a bank of evidence assessing its impact on her module, on her students grades and their experience. This Educator Study presents key findings around the impact Mastering Biology had on attainment, experience and engagement during that time and, more specifically, for the students who completed the module in 2016.
Mastering Biology educator study reports on redesign
Educator case study (URL)
Shelley Phelan
Fairfield University
4-Oct-2017
The department started a redesign in 1999 and continued to evaluate results, monitor course costs, and stay up-to-date with educational technology, resulting in ongoing course changes to enhance learning. From 2010 to 2015, the group of students who had Mastering Biology homework scores above the mean had higher final exam averages than students who had lower Mastering homework scores.
Mastering A&P educator study reviews pilot results for A&P II
Educator case study (URL)
Jill Kirby
Lipscomb University
10-Aug-2017
Results in A&P II showed that students who attempted all of the Mastering homework or who earned higher than the mean average Mastering score had significantly higher quiz, unit exam, and final exam averages than students who skipped one or more assignments or averaged below the mean. In addition, student comments reinforced that they found Mastering beneficial.