Class climate—peer uptake and instructor credit incentives—relates to larger Exam Playbook effect sizes¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3 · i0–i1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Average class usage of the Exam Playbook (the peer norm) was positively associated with the class's effect size (b = 2.49, d = 0.20). → Chen 2022 q3 i0 Classes offering course credit for use showed larger effect sizes (b = 2.04, d = 0.17) than classes that did not. → Chen 2022 (2)

Evidence¶

Chen 2022¶

Chen, P., Teo, D. W. H., Foo, D. X. Y., Derry, H. A., Hayward, B. T., Schulz, K. W., Hayward, C., McKay, T. A., & Ong, D. C. (2022). Real-world effectiveness of a social-psychological intervention translated from controlled trials to classrooms. npj Science of Learning 7:20. https://doi.org/10.1038/s41539-022-00135-w

q3 · i1 · associational · r2

Class-level linear model predicting each class's effect size found "the average Exam Playbook usage in a class (the peer norm) was positively associated with the effect size" (b = 2.49, d = 0.20).

"the average Exam Playbook usage in a class (the peer norm) was positively associated with the effect size of using the Exam Playbook ( b = 2.49 [1.82, 3.16], d = 0.20, p < 0.001)."

Chen 2022 (2)¶

Chen, P., Teo, D. W. H., Foo, D. X. Y., Derry, H. A., Hayward, B. T., Schulz, K. W., Hayward, C., McKay, T. A., & Ong, D. C. (2022). Real-world effectiveness of a social-psychological intervention translated from controlled trials to classrooms. npj Science of Learning 7:20. https://doi.org/10.1038/s41539-022-00135-w

q3 · i0 · associational · r1

In a separate linear model, credit incentives "related to a larger effect size than when it was not offered" (b = 2.04, d = 0.17, p = 0.046); bonuses did not influence the exam-performance outcome measure.

"teacher support in the form of course credit incentives offered related to a larger effect size than when it was not offered (b = 2.04 [0.25, 3.84], d = 0.17, p = 0.046)."

Discussion¶

Related Claims¶

• Self-administered Exam Playbook use predicts higher exam scores in real-world college classes (d = 0.18) — related
• Counting days incentive strongly increases the number of days of practice in both a within-class and a between-instructor experiment — related
• Exam Playbook benefits relate to dosage and to earlier use before exams — related