Academic Achievement after Self-Paced Testing: A Long-Term Study

Abstract

University records of 302 students who had taken an introductory biology course under either traditional (n = 147) or self-paced (n = 155) testing conditions were examined 1 yr. after the class was over to determine whether instructional method, gender, major or the interactions of these variables affected students' achievement or matriculation in subsequent biology courses. A multiple covariance model was used to adjust for individual differences in ability and background. Women who had the beginning course under self-pacing earned higher adjusted grades in subsequent, traditional courses. Men did not show similar gains. The number of subsequent life-science courses taken was influenced only by student's major.