Efficacy Studies & User Reports

We rely on high-quality research to design products that meet the needs and goals of learners. But our product lifecycle doesn’t end once a product is launched.

Our efficacy studies — which include independent research, peer-reviewed journals, and efficacy results reported by our users — help us continually improve our products. Explore our case studies, research, and reports for yourself.

Efficacy Studies

Pearson partners with independent researchers and organizations to implement efficacy studies that are aligned with rigorous academic standards of research and that are aimed at investigating the institutional and instructional contexts under which the use of Pearson products and services are most likely to ensure the success of students.

We also use information reported in peer-reviewed journal articles about the efficacy of our products to further document the contexts where our products and services have been used and the impact they have had on outcomes for learners.

Active Learning: Implementation Strategies for High Impact

This 2015 efficacy report offers compelling examples of how active learning was deployed at both two- and four-year institutions, inside and outside the classroom, and across a variety of disciplines. Grounded in research and supported by discipline-specific, data-driven implementation models, the 12 exemplar case studies included in this report illustrate how to successfully translate those same active-learning strategies for use in your classrooms.

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College & Career Readiness: Implementation Strategies for High Impact 2016

An interview with acclaimed author and educator Mike Rose, an essay by Transitions Lab Director Phip Ross, and seven case studies offering blueprints for impacting access, achievement, accelerated progress, persistence, retention, time/tuition savings, completion, ROI, and employability.

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Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology

The study concludes that pre-exam quizzing using Mastering Biology is a significant benefit for students of diverse academic abilities, an effective way to increase student exam performance, and enables class time to be used for teaching activities.

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Longitudinal Study of Online Statics Homework as a Method to Improve Learning

Students who completed Mastering Engineering homework showed an improvement on the final exam when compared to students who completed written homework. These results held for the subsequent mechanics course and were statistically significant.

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Measuring student learning with item response theory

The paper argues that the strong improvement from tutoring measured in the study, and the fact that it helps weaker students more, shows that hints and feedback from MasteringPhysics effectively play the role of “as needed” scaffolding.

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East Los Angeles College ACCUPLACER

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MyMathLab as a Dynamic E-assessment Tool: a Pilot Study

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Readiness, Retention & Employability

College & Career Readiness

Implementation Strategies for High Impact.

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Southeast Community College, Lincoln, NE

Fifty-two percent of students who completed the Quick Start course with MyFoundationsLab earned college credit versus 32 percent of students in a control group without it.

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Honolulu Community College, Honolulu, HI

After Boot Camp with MyFoundationsLab, 35.6 percent of students tested out of the lowest level of developmental math; 75 percent of students tested out of developmental writing; and 82.8 percent of students tested out of developmental reading. In subsequent courses, Boot Camp students who were promoted achieved an average 63 percent success rate.

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Middlesex Community College & Meriden Board of Education, Meriden, CT

Students who completed ICTP needed an average 1.6 fewer developmental courses. Accuplacer and CASAS Pre- and Post-test results indicate consistent learning gains in math and English over six ICTP course starts 2012-2014.

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Norco College

74.1 percent of students entering the accelerated Preparatory Composition pathway with Pearson Writer succeeded versus 24.6 percent of students entering the 3-course Developmental Writing sequence.

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Broward College

Broward’s analysis of spring 2015 results showed an average 84.3 percent success rate among students who used Smarthinking, across all campuses and all courses, compared to an average 66.1 percent success rate for non-users.

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Salt Lake Community College, Salt Lake City, UT

Module post-tests indicated learning gains across 15 of 16 course learning objectives. Average scores improved from 67 percent on the Pre-Course Diagnostic to 77 percent on the PostCourse Assessment.

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Business & IT

MyAccountingLab, Middle Georgia State College, Cochran, GA

After implementation of MyAccountingLab, average exam grades increased from 71% to 85%. In addition, the percentage of students who earned an A in the course increased from 14% to 50%.

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MyBCommLab with Writing Space, Bowling Green State University, OH

Students who achieved higher scores on MyBCommLab homework assignments also earned higher final course grades. In addition, Writing Space’s automatic grading saved the instructor time and provided students with consistent, objective evaluations of their written work.

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MyEconLab, Georgia Regents University, Augusta, GA

Data indicates a statistically significant correlation between MyEconLab homework scores and quiz/exam scores. In addition, students who earn higher scores in the MyEconLab Study Plan perform better on assessments and earn higher final course grades.

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MyEconLab, Monroe County Community College, MI

In lecture and online sections, data show a highly significant correlation between MyEconLab homework and both quizzes and exams. In addition, students who complete all homework assignments earn higher average quiz, exam, and final course letter grades.

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MyFinanceLab, University of Southern Mississippi, MS

After adding quiz and exam deadlines, the percentage of students earning an A or B in the course increased from 19 to 47 percent. Also, students who used MyFinanceLab and then took the ETS Major Field Test scored higher in the Finance area than both previous students and the national average.

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MyITLab,Tri-County Technical College, SC

After implementation of MyITLab, average exam grades increased across all applications, final course letter grades significantly improved, and retention rates increased from 66 to 91 percent.

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MyProgrammingLab, Guilford Technical Community College, NC

Students who earned As and Bs on MyProgrammingLab assignments earned higher final course grades (A/B) than students who did not. Data also show a significant, positive correlation between MyProgrammingLab homework scores and quiz performance.

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MyProgrammingLab, University of Central Florida, FL

After implementation of MyProgrammingLab, the percentage of students earning final course grades of A or B increased by 22 percentage points—from 30 to 52 percent. The percentage of students earning a D or F decreased by 21 percentage points—from 30 to 9 percent.

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English

English, Humanities and Social Sciences, and World Languages

This 2015 efficacy report highlights successful implementations and results of Pearson products in 16 MyLab, Writing Space, and MyVirtualChild case studies. A hyper-linked solutions-based table of contents will help you quickly find the case study that aligns best with your goals/challenges.

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Humanities & Social Sciences

English, Humanities and Social Sciences, and World Languages

This 2015 efficacy report highlights successful implementations and results of Pearson products in 16 MyLab, Writing Space, and MyVirtualChild case studies. A hyper-linked solutions-based table of contents will help you quickly find the case study that aligns best with your goals/challenges.

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ACCUPLACER//MyFoundationsLab at Massachusetts High Schools

ACCUPLACER Preparation with ACCUPLACER//MyFoundationsLab in three Massachusetts high schools leads to improved placement scores for 72% of students, eliminating the need for 190 remedial classes, and creating tuition savings of over $100,000.

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MyFoundationsLab, Houston Community College, TX

With students participating in the PREP course on several campuses, HCC tried to engineer a consistent instructional experience by implementing a common syllabus and relying on MyFoundationsLab to assess each student's individual skills portfolio and to deliver a personalized Learning Path that helps students quickly and effectively strengthen their weak skills.

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MyFoundationsLab, Southeast Community College, NE

Fifty-two percent of students who completed the Quick Start course with MyFoundationsLab earned college credit versus 32 percent of students in a control group without it. Ninety-one percent of all Quick Start students who retested on the COMPASS test improved their placement scores, testing out of an average 1.8 classes each and saving a total of $144,117 in tuition from May 2012 through June 2014.

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MyPsychLab with Writing Space, Dakota State University, SD

Writing improves students’ ability to retain information over time. After implementing Writing Space, test scores increased by over 7 percent.

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MyPsychLab, Missouri State University, MO

With MyPsychLab, student learning gains increased over the past three years from 32 percent to an average of 76 percent, as measured by a comparison of pre- and post-test scores. In addition, the university’s per-student costs were reduced by 10 percent.

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MyReadingLab, Somerset Community College, KY

With MyReadingLab and a redesigned developmental reading program, 68 percent of students passed the course and 57 percent accelerated through one or more course levels or tested out of the developmental sequence completely.

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MySpanishLab, Texas Tech University, TX

One hundred percent of instructors teaching the flipped method report that the quality of students’ communication skills has improved and that they have seen a noticeable increase in student engagement and communication during class time. Ninety-five percent of instructors would elect to continue teaching the flipped model.

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MyWritingLab, St. Petersburg College, FL

Success rates in the redesigned courses average 12 percentage points higher than the traditional course over the past three years and have increased each year. In 2013–14, the redesigned writing course had a 78 percent success rate; the redesigned reading course boasted an 84 percent success rate.

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Mathematics

MyLabsPlus, Guilford Technical Community College, NC

After redesigning its developmental math sequence with MyLabsPlus in an emporium model, Guilford Technical Community College significantly increased the average success rate of each developmental math course and achieved an 85 percent average subsequent course success rate.

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MyMathLab Plus, Liberty University, VA

ABC rates increase by as much as 22 percent in course redesign from face-to-face delivery to mastery-based, flexibly-paced emporium model.

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MyLabsPlus, University of South Alabama, AL

After implementing a MyLabsPlus-supported hybrid format, student success rates increased by 29 percent.

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MyMathLab, East Carolina University, NC

After redesigning College Algebra using MyMathLab in the National Center for Academic Transformation’s Emporium model, combined fall and spring success rates increased an average of 11.8 percentage points—from 60 percent to 71.8 percent.

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MyMathLab, Front Range Community College, CO

Data from a developmental math redesign pilot indicates that the average rate of student progress in redesigned classes was nearly 40 percent higher than that in traditional classes.

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Science & Engineering

2016 Science and Engineering White Paper with Educator Case Studies and Implementation Worksheets

This white paper combines the three-phase approach of Pearson’s Ten Steps to a Successful Implementation with 21 educator case studies to create a framework to help faculty plan and integrate technology into their course. It includes worksheets for each step and examples of how other faculty have implemented technology.

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MasteringBiology, University of Hawaii at Manoa, HI

Students who consistently attempt the MasteringBiology homework tend to have significantly higher exam scores than students who skip the assignments.

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MasteringBiology, University of Vermont, Burlington, VT

Controlling for variables that influence a student’s exam score, results show that students who attempted more MasteringBiology assignments showed a significant trend towards higher exam scores.

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MasteringChemistry, Butler University, IN

Average American Chemical Society exam percentiles increased when MasteringChemistry was used to help students develop study skills and gain content mastery.

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MasteringChemistry, City College of the City University of New York, NY

A study published in Journal of Academic Perspectives showed that more students received As, Bs, or Cs when the Peer-Led Team Learning model was combined with implementation of MasteringChemistry.

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MasteringChemistry, Missouri University of Science & Technology, MO

A redesign of General Chemistry I using MasteringChemistry resulted in an increase in post-assessment scores and a reduction in instructional costs.

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World Languages

English, Humanities and Social Sciences, and World Languages

This 2015 efficacy report highlights successful implementations and results of Pearson products in 16 MyLab, Writing Space, and MyVirtualChild case studies. A hyper-linked solutions-based table of contents will help you quickly find the case study that aligns best with your goals/challenges.

View the report