Students in the adaptive equity-oriented pedagogy section earned significantly higher final assessment scores than control students (p<.0001)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Final assessment scores differed significantly in favor of the treatment group, with a strong correlation between final score and group assignment. → Phuong 2017 q2 i? Treatment students averaged around 97 points (SD=1.98) versus approximately 82 points (SD=8.28) in control; 100% of treatment students scored above 90 versus 22% of control students. → Phuong 2017 (2)

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 · i3 · causal · r1

Quasi-experimental comparison of two sections of the same course with the same instructors and assessments. The article reports "statistically significant differences on the final assessment scores" favoring treatment (p<.0001); a companion sentence reports r=0.78, p<.0001 between final score and group.

"We found statistically significant differences on the final assessment scores in favor of students who were in the classroom that implemented t he adaptive equity -oriented pedagogy (i.e., treatment) (p<.0001)."

Phuong 2017 (2)¶

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

Descriptive final-score results from the same two-section comparison: treatment mean "around 97 points ( SD=1.98)" versus control "approximately 82 points ( SD=8.28)"; all treatment students and 22% of control students scored above 90. No effect size beyond the correlation is printed for this contrast.

"The average final score for the treatment was around 97 points ( SD=1.98) and the average final score for the control was approximately 82 points ( SD=8.28). 100% of the students in the tre atment scored above 90 points, whereas 22% of the students in the control scored above 90 points."

Discussion¶

Related Claims¶

• The final-score advantage of the equity-oriented pedagogy held across gender, disability, and immigration-status subgroups — a narrower finding that bears on this claim
• Weekly gain scores favored the treatment group throughout the course, rising from the low 40s to the low 60s while control stayed near 30 points — related
• Weekly pre-test scores showed no significant treatment-control differences in eight of ten weeks; control scored higher in the first two weeks (p<.05) — related
• Students in the equity-oriented pedagogy reported positive psychosocial outcomes, a growth mindset, and reduced stereotype threat — related