The effect of in-class study groups on achievement and course completion rates in developmental algebra classes

Seven instructors at a suburban community college near a large East Coast city were asked to teach one experimental section of developmental algebra using in-class study groups and a second control section without study groups. Control and experimental groups were compared to determine if there were differences in achievement or in course completion rates. Data from the study was also analyzed separately for traditional and older adult students and for males and females to determine if either age or gender is a factor in the success or lack of success of in-class study groups. There was no statistically significant difference in achievement between control and experimental groups for the group as a whole, for traditional students, for older adult students, or for males or females. Older adult students had a significantly greater residual gain than traditional students regardless of the method employed. Women had a significantly greater residual gain than men in the entire study and in the control group. In the experimental group the differences between men and women were not statistically significant. The group as a whole, traditional students, older adult students, and men had slightly higher completion rates in the experimental classes. In none of these cases, however, was the difference in completion rates statistically significant. Women had virtually identical completion rates in the two types of classes.