High-structure and its impact on performance gaps in large-enrollment frosh courses

TL;DR

This paper introduces the concept of structure-regions in large-enrollment first-year courses, demonstrating that high-structure approaches with active learning and formative assessments reduce performance gaps among students.

Contribution

It presents a new framework of structure-regions and provides empirical evidence of their positive impact on student performance and equity in large courses.

Findings

High-structure courses decrease performance gaps over time.

Active learning and formative assessments contribute to improved student outcomes.

Structure-regions positively influence student experience in large-enrollment courses.

Abstract

We introduce the concept of structure-regions and their impact on student experience in large-enrollment frosh courses. These regions involve three major components: active learning, low-stakes assignments, and formative assessment. We analyze performance data and show that high-structure courses have a positive impact on class performance by decreasing the performance gap throughout the duration of a course.