Teacher-judged science ability repeatedly predicts gain in understanding, while age does not and gender effects are weak and non-replicable¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a multivariate model of gender, age, ability and SoW, higher teacher-judged science ability predicted greater improvement in both tranches, while age was not significant and gender effects were weak and non-replicable. → Buchan 2020

Evidence¶

Buchan 2020¶

Buchan, L., Hejmadi, M., Abrahams, L. & Hurst, L. D. (2020). A RCT for assessment of active human-centred learning finds teacher-centric non-human teaching of evolution optimal. npj Science of Learning 5:19. https://doi.org/10.1038/s41539-020-00078-0

q3 · i? · causal · r2

Multivariate model exploring gender, age, ability and SoW across both tranches, accounting for "7.10 –8.30% of the total variance" in student score. Higher teacher-judged ability predicted greater gains; age was not significant and gender effects did not replicate.

"Results indicate that age was not a signi ficant variable but students with higher science ability (as judged by their teachers) improved more. The results also showed weak and non-replicable gender effects which supports the conclusion of the National Pupil Database22."

Discussion¶

Related Claims¶

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