Competing Technologies in the Principles of Micro Classroom: Aplia vs. Sapling

In recent years, the use of technology both within as well as external to classrooms, has changed dramatically. The number of studies that examine the impact of technology on student learning and student performance has increased with this trend. Technology is a very broad term. For example, it could include the use of computer software, internet and Power Points.  Another issue is how we effectively use such technologies to deliver course content and to disseminate information. More recently, the research focus has been shifting to technologies that offer web-based assignments, online courses, social networks, and online course management tools.

Two competing technologies having an increasing presence in classrooms nationwide in this area are Aplia and Sapling.   These are online learning solutions that allow students to complete online assignments and get instant feedback.  Given that these technologies are relatively new, the research about their effectiveness is limited, focusing mostly on Aplia. The existing research seem to imply that Aplia has a positive impact  on students’ achievement as measured by final grades or has no (negative) effect on the exam or course grade.  Given the similarities between Aplia and Sapling, one should expect similar results for Sapling.

This paper offers a different benchmark for effectiveness when comparing these two technologies.  Instead of focusing on the impact of a technology on average grades or marginal grades (the likelihood that a technology allows a typical student to move, for example, from a grade of F to a grade of D), we focus on the likelihood of a typical student passing a Principles course with a grade of C or better.  In other words, using a logistic regression model, we focus on the likelihood that the technology is effective in helping a typical student to pass the course. Preliminary results seem to indicate no significant difference between sections with and without the technologies. Nevertheless, as we elaborate in the paper, this is not a negative result.  A byproduct of these technologies is the additional time available to instructors (time no longer required for grading); additional time available for further innovations in the classrooms.