Protocol for Meta-Analyses Examining Personalized Adaptive Learning in Undergraduate Mathematics

Abstract

This protocol is for a study that examines personalized adaptive learning (PAL) of undergraduate students with a focus on mathematics outcomes. This protocol addresses two meta-analytic studies: 1) Examination of PAL within the population of undergraduate students enrolled in mathematics courses broadly (across all mathematics courses with the type of course as a moderator); and 2) Specifically in college algebra, which is a STEM pipeline mathematics course. Undergraduate mathematics courses can be roadblocks to college degree attainment. PAL offers the opportunity to develop mathematical skills in a personalized way, while enabling instructors to identify students’ struggle areas and take remedial action. Partnering with academic librarians, databases likely to index relevant studies were identified, the search strategy was refined, and keywords and subject indexing terms were identified. Titles and abstracts were independently screened by two reviewers. Full-text review is in progress. Retained studies will have data extracted that will allow the results to be meta-analyzed. The standardized mean difference will be the main effect size computed. Multilevel meta-analysis will be used to address the hierarchical data structure. Robust variance estimation will be used to estimate standard errors and hypothesis tests, addressing dependencies of effect sizes within studies. Prediction intervals for effect sizes, for study-average effect sizes, and heterogeneity statistics will be reported. Subgroup analyses will evaluate the relationship between moderators and the magnitude of the effect size. Cochrane’s criteria for assessing the risk of bias in studies with a separate control group will be applied. Reporting bias will be assessed visually with funnel plots.

Keywords

• personalized adaptive learning
• mathematics
• postsecondary
• meta-analysis
• systematic review