Pearson’s MyLab & Mastering programmes deliver consistent, measurable gains in student learning outcomes, retention and course success. Find out more about our approach to ensuring the efficacy of our products, and read the evidence for yourself.
Our Efficacy Framework
Our purpose is to help students to make progress in their lives through learning.
We have built a process to measure the effectiveness of educational products. We call it The Efficacy Framework, and we've made it available for everyone to use. We're working with educators to pilot our digital products, including MyLab & Mastering and simulations, to inform their development and to measure their impact on learning.
Our Efficacy Framework encourages us to apply research principles to these pilots and assure the learning potential of our products and services.
A major element of efficacy is partnership and collaboration between educators, students and us. All pilots are structured on pedagogic research principles, conducted in the field. Piloting through efficacy principles not only informs the development of our resources, and how effective they are, but will ultimately support a deeper understanding of the learning process.
Read the research
Early testing of e-exams in Calculus at university level
In this paper, given at NVU 2012, Norway, Morten Brekke presents results from his integration of MyMathLab Global into his calculus course over two academic years. In the first year it was optional for his students but he found over 80% chose to use the system to support their studies. In 2011 he assigned formative and summative assessments, and also trialled running the final exam in MyMathLab Global with positive results.
A teaching intervention in database systems using an online and interactive simulation environment
This poster by Navonil Mustafee reviews the use of MyITLab at Swansea University, including student feedback survey responses.
Automatic assessment and feedback
In this paper, Thomas Prelberg presents a case for using MyMathLab for delivering a new approach to teaching calculus and suggests that this approach could be applied to other maths courses.