An 'Exceeds Expectations' cohort with lower course grades significantly outperformed classmates on Discovery deliverables¶

Claim · All claims
Evidence · 1 study (2 entries) · design r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? EE students (≥1 SD grade differential in Discovery over course grade) obtained lower course grades but higher final Discovery grades than non-EE students. → Davenport Huyer 2020 q3 i? EE students scored significantly higher than classmates on every deliverable except essays. → Davenport Huyer 2020 (2)

Evidence¶

Davenport Huyer 2020¶

Davenport Huyer, L., Callaghan, N. I., Dicks, S., Scherer, E., Shukalyuk, A. I., Jou, M. & Kilkenny, D. (2020). Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program. npj Science of Learning 5:17. https://doi.org/10.1038/s41539-020-00076-2

q3 · i? · design · r3

Subgroup comparison of the EE subset (N = 99 instances, defined as ≥1 SD [18.0%] grade differential in Discovery over final course grade) against 169 non-EE instances using Mann–Whitney U-tests; EE students obtained "lower course grades ( p < 0.0001" and higher final Discovery grades (p = 0.0004).

"Discovery EE students (Fig. 3), roughly by de finition, obtained lower course grades ( p < 0.0001, Fig. 3a) and higher final Discovery grades ( p = 0.0004, Fig. 3b) than non-EE students."

Davenport Huyer 2020 (2)¶

Davenport Huyer, L., Callaghan, N. I., Dicks, S., Scherer, E., Shukalyuk, A. I., Jou, M. & Kilkenny, D. (2020). Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program. npj Science of Learning 5:17. https://doi.org/10.1038/s41539-020-00076-2

q3 · i? · design · r3

Deliverable-level comparisons within the same five-term dataset showed EE students received significantly higher grades on each Discovery deliverable than classmates except introductory essays, where the difference was not statistically significant (p = 0.097).

"This cohort of students exhibited program grades higher than classmates (Fig. 3c– h); these differences were significant in every category with the exception of essays, where they outperformed to a significantly lesser degree ( p = 0.097; Fig. 3c)."

Discussion¶

Related Claims¶

• Students earn significantly higher grades in the Discovery program than in their regular classroom work — related
• The grade-differential pattern replicated in a second school of nominally higher socioeconomic status over two terms — related
• Students who participate in the program across multiple terms improve their Discovery grades over time — related