After instructors adjusted instruction using student data, course-feedback ratings rose to an average of 6.93 out of 7 with mode and median of 7¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Weekly anonymous course-feedback ratings in the treatment section increased after curriculum adjustments based on student needs and preferences. → 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
Observational and survey evidence from the treatment section, where initial ratings averaged about 5.56 before adjustments. After adjustments, "the course -feedback ratings i ncreased to an average of 6.93 and 7 as a mode and median"; the overall average rating reached 7/7. Ratings are descriptive, with no inferential test printed.
"After observing a d- justments in the curri culum, researchers noticed that the course -feedback ratings i ncreased to an average of 6.93 and 7 as a mode and median for the usefulness of teaching techniques."
Discussion¶
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