When multi-modal learning matters to students from low socioeconomic status backgrounds: A quantitative analysis of embedded academic literacy skill "modes of learning" on students’ grades

Despite the plethora of research about the embedded literacy approach to supporting a broadening higher education demographic, there is still a need for quantitative evidence to support its efficacy for first-year students from low socio-economic status (LSES) backgrounds or students from regional and remote areas. One of Australia’s largest regional universities with the highest percentage of students from LSES backgrounds within the Australian higher education sector (Department of Education, Skills and Employment, 2019) has undertaken a study to examine its tailored Embedded Academic Literacy Skills Unit (EALSU) program in one of the core nursing units. The EALSU provided tailored academic literacy resources for each assessment task within the unit. Each key resource was offered via four different modes: (1) non-recorded Zoom lectures, (2) PowerPoints, (3) recorded lectures without students and (4) campus lectures. The study investigated whether such a tailored, multi-modal approach can demonstrate statistically significant improvements to grades for both regional students and students from LSES backgrounds. Usership records of 547 online and 136 campus students were collected during Term 1, 2019 to investigate whether the mode of delivery or other factors impacted students’ grades. Initial findings show a statistically significant relationship between EALSU usage and student grades across all SES status groups. The correlation between the different components of EALSU and student grades indicate 30% of the variability in GPA could be explained by EALSU. This project aims to highlight how students from LSES backgrounds and regional areas are supported through this multi-modal design.