The exam playbook intervention showed no statistically significant treatment-effect differences by gender, race, class standing, or prior performance¶

Claim · All claims
Evidence · 1 study · design r2 · q4
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q4 i? Moderation analyses found no statistically significant differences in the treatment effect between males and females, among racial groups, among class standings, or between low- and high-performing students. → Peters 2022

Evidence¶

Peters 2022¶

Peters, V., Pakhira, D., White, L., Fennelly-Atkinson, R., & Means, B. (2022). Designing gateway statistics and chemistry courses for today's students: Case studies of postsecondary course innovations. Digital Promise. https://doi.org/10.51388/20.500.12265/162

q4 · i? · design · r2

Moderation analyses within the two randomized cohorts of the Strategic Resource Use intervention; the article reports no statistically significant subgroup differences and interprets this as suggesting "the intervention is equally effective for all of these student groups." No effect sizes are printed for the moderation tests.

"Moderation analyses for Studies 1 and 2 showed that there were no statistically significant differences in the treatment effect between males and females, among students of different racial groups, among students of different class standings, and between low- and high-performing students."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• The impact of FAST did not differ significantly by student subgroups or school characteristics in the RCT — a broader claim this one bears on
• A strategic resource-use exam playbook intervention raised final course grades in introductory statistics across two randomized cohorts, with a dosage effect for completing it twice — related
• GenAI function, intervention duration, publication year, and gender were not significant moderators of GenAI's motivational effect — related
• No significant differential treatment effects by prior (Grade 4) achievement level or gender; the Grade 4 Level 3 subgroup difference was marginal (p = .053) — related
• No statistically significant gender differences in perceived learning outcomes across any dimension among higher vocational students — related
• Platform treatment effects did not vary across demographic subgroups, suggesting equal benefit regardless of racial background — related