A multi-semester analysis of reading engagement and academic performance in Perusall-supported introductory environmental science

This study investigated whether structured pre-class reading, facilitated through Perusall, could improve academic performance in a large-enrollment introductory environmental science course (N = 444, Fall 2024–Spring 2026). Three research questions addressed engagement patterns, differences by semester type and student level, and associations between pre-class reading and performance. Seven graded readings per semester used structured annotations linked to in-class learning through confusion report review, pairwise discussion, and whole-class synthesis. A three-time-point survey (pre n = 399; post n = 796) provided baseline and perception data. Mean completion was consistently high (88–94%; median = 100%). Kruskal-Wallis analysis revealed a significant but negligible difference in no-submission counts (χ2(3) = 9.93, p = .019, ε2 = 0.022). Completion did not differ by semester type or student level (F(6,437) = 1.15, p = .330, R2 = 0.016). Reading completion showed a moderate positive association with final score (ρ = 0.531, p < .001) and was the only significant performance predictor (β = 0.384, R2 = 0.541, p < .001). The engagement group was strongly associated with final grade (χ2(6) = 320, p < .001): 88% of high-engagement students earned an A grade, while among low-engagement students, 75.7% received a failing grade a near-complete reversal of outcomes across engagement levels. Survey data showed 70.4% had never used social annotation and 76.4% preferred solo reading; by semester end, 84% reported Perusall encouraged completing readings, and 79% enjoyed collaborative annotation. These findings demonstrate that collaborative, asynchronous pre-class reading improves passing rates and offers large-enrollment students meaningful peer interaction outside class time, with direct applicability to other introductory STEM disciplines.