Section 7 Conclusion
This study examined the implementation of SBG in College Algebra courses and its impact on student outcomes compared to traditional WAG. While no statistically significant differences in pass rates were observed, the grade distributions and trends in follow-up course performance suggest that SBG may better reflect students’ mastery of course material. These findings provide preliminary evidence that SBG fosters deeper engagement and learning, though further research is needed to confirm these trends.
We recognize the limitations of this study, including the small sample size and reliance on a single instructor for SBG sections. Additionally, the variability in student demographics and external factors may have influenced the results. Future work should address these limitations by expanding the sample size, involving multiple instructors, and exploring the long-term effects of SBG across diverse contexts.
From this experience, we gained valuable insights into the challenges and benefits of SBG. The iterative nature of SBG empowers students to learn from their mistakes, fostering a growth mindset and encouraging persistence. However, securing student buy-in requires consistent communication and support, and some students may struggle to adapt to the demands of this grading system.
We encourage other educators to explore SBG in their own classrooms and to contribute to the growing body of research on its efficacy. By working collectively to provide quantitative and qualitative evidence, we can better understand how SBG impacts student learning and engagement. With continued investigation and collaboration, SBG has the potential to transform grading practices in STEM education, promoting mastery and meaningful learning for all students.
