Abstract
Formative practice applied for a learning-by-doing approach is widely known to be an effective learning method for all students, but for disadvantaged students in particular. Different student populations—ethnic minorities, first generation college students, or economically disadvantaged—have historically had achievement gaps in higher education. Institutions have a responsibility to support diversity, equity, and inclusion, and utilize pedagogical practices and learning technology that can reduce the disparities in student success. This study analyzes a psychology course at the University of Central Florida that assigned formative practice in courseware to determine how this learning-by-doing method impacted exam scores for these student populations.
