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Measuring student learning is a complicated but necessary task forunderstanding the effectiveness of instruction and issues of equity in collegeSTEM courses. Our investigation focused on the implications on claims aboutstudent learning that result from choosing between one of two commonly usedmethods for analyzing shifts in concept inventories. The methods are: Hake'sgain (g), which is the most common method used in physics education researchand other discipline based education research fields, and Cohen's d, which isbroadly used in education research and many other fields. Data for the analysescame from the Learning Assistant Supported Student Outcomes (LASSO) databaseand included test scores from 4,551 students on physics, chemistry, biology,and math concept inventories from 89 courses at 17 institutions from across theUnited States. We compared the two methods across all of the conceptinventories. The results showed that the two methods led to differentinferences about student learning and equity due to g being biased in favor ofhigh pretest populations. Recommendations for the analysis and reporting offindings on student learning data are included.

A comparison of Hake's g and Cohen's d for analyzing gains on concept inventories