Exam Playbook benefits were larger for female users and for first-generation students, reducing achievement gaps¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2–r3 · q3 · i0–i2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Female users benefited 2.35 percentage points more from using the Exam Playbook than male users (d = 0.19), a 61.4% reduction in the gender gap. → Chen 2022 q3 i2 First-generation students generally performed worse than non-first-generation students (d = 0.57), but using the Exam Playbook reduced this gap by 2.25 percentage points (32.0% reduction). → Chen 2022 (2) q3 i? Race did not significantly moderate Exam Playbook effects. → Chen 2022 (3)

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 · i0 · associational · r2

Mixed-effects linear model testing gender moderation found "female users bene fitted 2.35 percentage points (b = 2.35 [1.45, 3.26], d = 0.19, p < .001) more" than male users.

"female users bene fitted 2.35 percentage points (b = 2.35 [1.45, 3.26], d = 0.19, p < .001) more from using the Exam Playbook than male users —a substantial 61.4% reduction in the gender gap."

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 · i2 · associational · r3

A mixed-effects linear model found first-generation students "generally performed worse than non- first-generation students (b = −7.04 [ −7.95, −6.12], d = 0.57, p < .001)", with use reducing the gap by 2.25 points (32.0% reduction).

"First-generation status signi ficantly mod-erated Exam Playbook effects: while first-generation students generally performed worse than non- first-generation students (b = −7.04 [ −7.95, −6.12], d = 0.57, p < .001), using the Exam Playbook reduced this gap by an average of 2.25 [0.96, 3.54], d = 0.18, p < .001, percentage points —a 32.0% reduction in the first-generation achievement gap."

Chen 2022 (3)¶

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 · i? · associational · r3

In the moderation models, "Race did not moderate Exam Playbook effects (χ2(7) = 6.11, p = .527)"; no effect size was printed.

"Race did not moderate Exam Playbook effects (χ2(7) = 6.11, p = .527)."

Discussion¶

Related Claims¶

• No statistically significant gender differences in perceived learning outcomes across any dimension among higher vocational students — related
• GenAI function, intervention duration, publication year, and gender were not significant moderators of GenAI's motivational effect — related
• Active learning narrows achievement gaps for disadvantaged and underrepresented students — a broader claim this one bears on
• The exam playbook intervention showed no statistically significant treatment-effect differences by gender, race, class standing, or prior performance — reports the opposite
• Self-administered Exam Playbook use predicts higher exam scores in real-world college classes (d = 0.18) — related