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Student Engagement
* *
Protocols Methods used for engaging millennial students of the millennial generation in
traditional educational practice by traditional means have been found to be inefficacious
ineffective. A better method for learning is available through the StudySTAR website.
Engagement is created through the utilization of multiple modes of information
conveyance, as seen in the chart below. [starting here to the next bracket, convert this
material into a visual. Provide a link to the visual in the text surrounding it. You should
not keep the text you have converted into a visual.] Twenty-two percent of StudySTAR
materials are written texts, thirty-four percent of materials are videos, eighteen percent
are audio-only files, and twenty-six percent are interactive activities. [end visual
creation]

STUDYSTAR MATERIALS Updates to Content updates are

made on a weekly basis, which
Written Texts Videos Audio-Only Files Interactive Activities provides expansive, vast many
possibilities in the
encouragement of positive
22% linkages connections between
26% course content and events
occurring in the wider cultural
context. Therefore, relevance
of course content is seen by
students. StudySTAR thus
18%
leads to an ameliorated
34% improved experience of the
educational sort for students of
all types.

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Studies
* *
**Methodology** Formatted: Font: 14 pt, Bold

All students selected for the purposes of this study were psychology majors who had
completed the introductory course with a satisfactory grade for admission to the major.
Randomization procedures were invoked taken place to determine assignments of
student participants in each given section. The decision was made It was decided that
students would be asked to complete two examinations that were to be completed at
the middle and end of the semester. A comparison was then made between scores on
the midterm and final.

**Results** Formatted: Font: 14 pt, Bold

Success was a much more common occurrence in the Study STAR courses. A higher
number of passing grades were earned by students who were enrolled in that
curriculum than in the traditional standard curriculum. [Note: convert the tables below
into one or two visuals, providing framing material as needed. You should delete the
table.]
 Standard Curriculum Study STAR
Fall 2014 Spring Fall 2015 Fall 2014 Spring Fall 2015 Formatted Table
2015 STAR 2015
Pass 58.21% 45.35% 59.49% 83.33% 84.44% 85.30%
Retake 10.45% 6.98% 11.39% 4.45% 12.14% 10.15%
(D)
Fail 25.37% 41.86% 24.05% 1.48% 0.75% 2.54%
Withdrew 5.98% 5.82% 5.07% 10.73% 4.83% 3.42%

STANDARD CIRRICULUM STUDYSTAR

Fall 2014 Spring 2015 Fall 2015 Fall 2014 Spring 2015 Fall 2015
85.30%
84.44%
83.33%
59.49%
58.21%
45.35%

41.86%
25.37%
24.05%

12.14%
11.39%

10.73%
10.45%

10.15%
6.98%

5.98%
5.82%
5.07%

4.83%
4.45%

3.42%
2.54%
1.48%
0.75%

PASS RETAKE (D) FAIL WITHDREW PASS RETAKE (D) FAIL WITHDREW

Consistency in the grades of the students enrolled in the StudySTAR curriculum was
seen across multiple semesters. Based on a statistical analysis the research
conducted, it was determined that the new curriculum was found to have an positive
impact on a positive nature on the student’s exam grades. The students’
comprehension of those the significant concepts covered in class by students seemed
to be stronger, and it was determined by the study’s sponsors that the concepts
presented in the exam will be important for those the sequential courses that students
will take later in their academic career.