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Abstract Title: Examining Critical Features of Replicating Educational Interventions
Abstract: We previously reported on the success of a psychological intervention implemented to reduce gender differences in achievement in an introductory college physics course. In this prior study, we found that the gender gap on exams and the FMCE among students who completed two 15-minute self-affirmation writing exercises was significantly reduced compared to the gender gap among students who completed neutral writing exercises. In a follow-up study we replicated the self-affirmation intervention in a later semester of the same course, with the same instructor. In this paper, we report the details and results of the replication study, where we find similar trends along some measures (exams) and do not observe these trends along others measures (FMCE).  We begin to investigate the critical features of replicating educational interventions, finding that replicating educational interventions is challenging, complex, and involves potentially subtle factors, some of which we explore and others that require further research.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Lauren Kost-Smith
University of Colorado at Boulder
Department of Physics
390 UCB
Boulder, CO 80309-0390
Co-Author(s)
and Co-Presenter(s)
Steven Pollock, University of Colorado at Boulder
Noah Finkelstein, University of Colorado at Boulder