Teaching staff showed high trust in HEIs' provision of access to student progress data, with no significant ideal–predicted expectation gap¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Teaching staff reported high predicted expectations and the smallest ideal–predicted gap for accessing data about students' progress, and the paired t-test was not significant despite a small printed effect size. → Asma Shannan Alzahrani 2023

Evidence¶

Asma Shannan Alzahrani 2023¶

Asma Shannan Alzahrani, Yi-Shan Tsai, Naif Aljohani, Emma Whitelock-wainwright, Dragan Gasevic. (2023). Do teaching staff trust stakeholders and tools in learning analytics? A mixed methods study. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10229-w

q2 · i1 · associational · r1

Descriptive survey analysis with paired t-tests of ideal vs predicted expectations among 65 Saudi teaching staff. Item 4 (access data about students' progress) had the lowest gap and highest ideal rating; the t-test "did not show significant differences" (t = 1.814, p = 0.074, Cohen's d = 0.266).

"A paired t-test did not show significant differences between the two expectations, with a small effect size for both items (t = 1.814, p = 0.074, Cohen's d = 0.266)."

Discussion¶

Related Claims¶

• Teaching staff trusted HEIs' competence to adopt LA based on existing e-learning infrastructure and data-analysis expertise — related
• The largest trust gap toward HEIs concerned updating students about their learning progress — reports the opposite
• Teaching staff showed high trust that LA tools allow students to make their own decisions, though the item was least desirable — related