Improved grades and retention:
Improved pass rate:
Decreased test anxiety:
This case study demonstrates the value of making thoughtful, research-informed changes to course design, particularly when addressing both academic performance and student mental health.
In the 2019-2020 school year, the psychology faculty at Neosho County Community College (NCCC) were concerned about the pass rate and overall grades achieved in their introductory-level General Psychology course.
Some of the concerns were that on average, 6-9% of the students starting the course dropped and that 14-18% received “Ds or Fs” as their final grades. The faculty felt these were not acceptable scores for a 100-level class. (These results were for the cumulative in-person and online courses offered.) On average, the college hosts 250-300 students in the General Psychology class each semester.
A secondary issue occurred in the in-person classes on the main campus in Chanute, Kansas. This issue was that each semester 6-11 students were reporting mental health issues about taking the class as well as often voicing concern over their entire class load. Mr. Mark Johnston, a professor on the main campus, runs a test anxiety clinic for all students on the campus. He noted that many students reporting test anxiety or generalized anxiety were concerned about the work required and the assessments in their General Psychology courses.
The psychology department saw a need for changes in the course and the course materials used. They also hoped to adjust teaching methods to address these issues. The psychology department reviewed several different textbooks and support materials, seeking a better tool to address the problems and make the course more enjoyable and meaningful overall.
In the spring of 2020, the department decided to adopt Hawkes Learning’s Introduction to Psychology. This decision was reached due to a few reasons, one of which was that the courseware was mastery-based, something the faculty agreed was needed. They also valued the support Hawkes was offering to implement the change. The faculty also reviewed other schools’ use of the Hawkes system and felt that Hawkes’ supporting software would fulfill their needs.
Over the remainder of the 2019-2020 school year, the faculty worked out a plan to present a uniform class with the same materials and the same teaching methods. Their goal was to provide all students taking the General Psychology class with a similar teaching and learning environment. This included standardizing the associated PowerPoint slides, lecture highlights, and, where appropriate, recorded lectures for online students. Similarly, weekly quizzes, exams, and papers were all standardized to present every student with the same materials and assessment procedures.
Beginning in the 2020-2021 school year, the faculty implemented the Hawkes system. To their delight, the results exceeded their expectations. Outcomes within the course all exceeded state standards, and drop rates were almost nonexistent. Similarly, the overall grade averages rose from a low “B” average to a mid-A average.
A similar unexpected outcome was noted in the text-anxiety clinic. Likewise, student self-reports on the course were all very positive for the Hawkes system and the mastery-based approach that the psychology faculty implemented. Over the ensuing school years, grades and satisfaction with the Hawkes Learning system have remained high. Similarly, the number of students coming in for test anxiety has less than or equal to 1 for four consecutive semesters. This suggested that the new system not only addressed academic struggles but also alleviated psychological barriers to success.
At the start of the Fall 2024 semester, the department implemented the second edition of the textbook and learning tools. This included Hawkes’ AI Tutor feature to support students during their homework sessions. Grades across all General Psychology courses have remained high, as have student reports of the Hawkes system. At first, the AI Tutor tool was not often utilized, as students were afraid that using AI to help them might result in academic dishonesty charges. Once it was made clear that AI Tutor only supports learning and not actual testing, usage improved.
The integration of the Hawkes Learning System at Neosho County Community College has significantly transformed the General Psychology course, leading to remarkable improvements in both academic performance and student well-being. By embracing a mastery-based learning approach and standardizing course materials and assessments, faculty at NCCC effectively addressed persistent challenges such as low pass rates, high drop-out rates, and mental health concerns, particularly test anxiety. The results have exceeded expectations, with student grades improving, engagement rising, and anxiety-related issues sharply decreasing. These results demonstrate that students flourish in a supportive, engaging, and mentally healthy environment, further establishing Hawkes as a model of effective, student-centered education.
Learn more about Hawkes Learning’s Psychology curriculum and mastery-based offerings here.