The final-score advantage of the equity-oriented pedagogy held across gender, disability, and immigration-status subgroups¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Correlations between final assessment scores and treatment assignment were statistically significant for all demographic subgroups examined, with p < .05 for gender non-conforming students. → Phuong 2017

Evidence¶

Phuong 2017¶

Phuong, A. E., Nguyen, J., & Mariea, D. (2017). Evaluating an Adaptive Equity-Oriented Pedagogy: A Study of its Impacts in Higher Education. The Journal of Effective Teaching, 17(2), 5-44. https://uncw.edu/jet

q2 · i? · causal · r1

Table 3 of the two-section comparison reports correlation coefficients of final assessment scores with the treatment condition by gender, disability, and immigration status; the table note states "p < .0001 for all coefficients except for gender non-conforming where p < .05." The article also states similar findings held for multiple intersectional identities.

"Note. p < .0001 for all coefficients except for gender non-conforming where p < .05."

Discussion¶

Related Claims¶

• Students in the adaptive equity-oriented pedagogy section earned significantly higher final assessment scores than control students (p<.0001) — a broader claim this one bears on
• Demographic variables showed negligible relationships with content knowledge posttests and teaching method — related