Welcome to our Pearson Results Library, where educators share real-world results and best practices that transform learning. Whether you're looking to enhance teaching outcomes or explore new strategies, our searchable collection of case studies provides evidence-backed insights tailored to various learning environments. To get started, simply select tags below to filter by platform or discipline. Filtered blogs will appear at the bottom of the page. Please note, tags cannot be combined.
In Spring 2018, Pearson partnered with Professor JoAnn Atkin from Western Michigan University in Kalamazoo, MI, to investigate the impact of MyLab™ Marketing for Marketing: An Introduction by Armstrong and Kotler on student success in her Principles of Marketing course.
From Fall 2016 to Spring 2017, Professor Carol Crothers from the College of Western Idaho in Nampa, ID partnered with Pearson to investigate the impact of her redesigned College Prep Math course utilizing MyLab™ Math in MyLabsPlus™ for Developmental Mathematics by Trigsted. During this time, it was learned:
In Fall 2017, Lynett Rock, Math and Science Division Chair from Connors State College in Warner and Muskogee, OK, chose to transition to Pearson Inclusive Access with the goal of students accessing course materials on their first day. After implementing the model from 2017 to Spring 2018, it was learned that:
Professor Sarah Formica from the University of North Georgia was looking for a way to curb cheating and increase student success in her Principles of Physics I course, and as part of that redesign she adopted Mastering™ Physics and Learning Catalytics™. Through this 10-year redesign the following was noted:
In Spring 2018, Professor Adam Beehler from the University of Utah in Salt Lake City, UT partnered with Pearson to investigate how Modified Mastering™ Physics for College Physics: A Strategic Approach by Knight, Jones, and Field impacted student success in his General Physics I course.
In Spring 2018, Professor Chris Vegter, Director of Academic Technology and Information Resources from the University of North Colorado in Greeley, CO, partnered with Pearson to investigate the impact of MyLab™ MIS for Using MIS by Kroenke and Boyle and MyLab IT for Go! by Gaskin on student success in his Information Systems course.
In Spring 2018, Professor Dr. Patricia Eshagh from California State University Stanislaus in Turlock, CA, partnered with Pearson to investigate the impact of Revel™ for A World of Art by Sayre on student success in her Art Appreciation course.
In Spring 2018, Professor Erik Ford from the University of Oregon in Eugene, OR partnered with Pearson to investigate the impact of MyLab™ IT with eText for Exploring Microsoft Office 2016 by Grauer and Poatsy on student success in his Managing Business Information course.
In Fall 2018, Professor Amy Rutledge at Oakland University in Rochester, MI partnered with Pearson to investigate how MyLab™ IT with Exploring Office 2016 Volume 1 and Exploring Office 2016 Excel Comprehensive impacted student success in her Business Problem Solving with Information Technology course.
Click here to read the full case study or continue reading to learn more.
Students enter the course with a range of skill levels and knowledge of Microsoft Office applications. In working through assigned simulations and homework in MyLab IT, students can customize their learning experience and build on their knowledge by utilizing multiple attempts, available learning aids, and detailed score reports.
Class meets in a computer lab twice a week for 75 minutes each session. As a recommended best practice, at the beginning of the semester, Rutledge assigns a syllabus quiz she created in MyLab IT.
She has students work on MyLab Simulation Trainings after the in-class activity as homework. Students have an unlimited number of attempts to earn their best score. Grader Project assignments are designed to test what students have learned in the MyLab IT Simulation Trainings and reading assignments. In the face-to-face sections, MyLab IT accounts for 45% of the total course grade and in the online sections, MyLab IT accounts for 55% of the total course grade.
Students were divided into two groups — those scoring above and those scoring below the average MyLab Simulation Training score of 95.6%.
Students were divided into two groups based on their average MyLab homework score of 85%, identifying the following:
Setting students up for success with a “How-to” Grader Project assignment
Addressing student complaints regarding MyLab scoring
Assigning mid-semester journal reflection
When asked what the benefits of MyLab IT were, two students responded:
“You get direct examples and lots of practice.”
“Helps you really understand what is going on in the class and is a good warm up for the assignments while it's fresh in your brain.”
In Spring 2018, Professor Janet Brooks from Glendale Community College in Glendale, AZ partnered with Pearson to investigate the impact of MyLab™ Intro to Business and Business Essentials by Ebert and Griffin on retention rates and student performance in her Introduction to Business course.
In Spring 2018, Professor Lawrence Chui from the University of St. Thomas in St. Paul, MN, partnered with Pearson to investigate the impact of MyLab™ Accounting for Financial Accounting by Harrison, Horngren, and Thomas on student performance in his Introduction to Financial Accounting course.
In Spring 2018, Professor Joe Welker from the College of Western Idaho partnered with Pearson to investigate the impact of MyLab™ Accounting for Horngren’s Financial & Managerial Accounting by Nobles, Mattison, and Matsumura on student success in his Introduction to Financial Accounting course.
