Claims

Second-term botany pupils show lower definition error rates (3.84%) than first-term pupils (4.7%)

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1919 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Discriminatory power, indexed by percentage of error, is lower in second termers (3.84%) than in first termers (4.7%). → Grier 1919

Evidence

Grier 1919

Grier, N. M. (1919). The range of information in biology: III. Botany. Journal of Educational Psychology, 10(10), 509–516. doi:10.1037/h0073567

q2 · i? · associational · r1

Comparison of first-series error percentages between 97 first-term and 86 second-term pupils on the 100-word botany test. The article reports "4.7% in the first termers, and 3.84% in second termers"; no statistical test or effect size is printed.

"Discriminatory power in students has advanced as shown by the percentage of error, 4.7% in the first termers, and 3.84% in second termers."

Discussion

Page metadata
Field Value
type claim
id botany-course-completion-lowers-error-rate
title Second-term botany pupils show lower definition error rates (3.84%) than first-term pupils (4.7%)
description Second-term botany pupils show lower definition error rates (3.84%) than first-term pupils (4.7%)
status review
evidence_strength weak
newest_evidence 1919
generated by process:wiki-ingest on 2026-10-25
trust unverified — no one has confirmed this page's content
sources 1 — grier-1919

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