LMS activity contributes only modestly to explained variance in exam grades, and gender-by-LMS interactions add no explained variance in any course¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Hierarchical regressions showed LMS activity blocks added little explained variance and LMS*Gender blocks did not add to explained variance, indicating activity–performance links were similar for men and women. → Ilana Ram 2025

Evidence¶

Ilana Ram 2025¶

Ilana Ram, Adam Shwartz, Ido Roll. (2025). Minding the gender gap in advanced STEM courses: effects of student preparedness and activity level. Instructional Science (2025) 53:1457–1478. https://doi.org/10.1007/s11251-025-09748-1

q3 · i? · associational · r2

Hierarchical multiple regressions (Enter method, theory-driven blocks) on four final exam scores, pooled across 10 imputations. Block transitions to LMS activity added ΔR² of 0.004–0.017 and to Gender×LMS of 0.003–0.015 across courses; the study reports LMS*Gender variables "did not add to explained variance".

"LMS contribute only modestly to explained variance and LMS*Gender variables did not add to explained variance indicating that observed activity–performance links were similar for men and women."

Discussion¶

Related Claims¶

• In hierarchical regression, gender and LD status contributed 6.4% to science achievements, and auditory learning preference contributed a further significant 3.1% beyond them — related
• Practice points from active-learning exercises did not inflate final grades; exam points remained the primary determinant of course grade — related