Students who participate in the program across multiple terms improve their Discovery grades over time¶

Claim · All claims
Evidence · 1 study (3 entries) · design r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Multi-term (MT) students obtained higher final Discovery grades than single-term students (p = 0.0067) without higher course grades (p = 0.29). → Davenport Huyer 2020 q3 i? MT students participating 3–4 terms showed a significant increase in Discovery grades over terms (p = 0.0011) but no significant increase in course grades (p = 0.15). → Davenport Huyer 2020 (2) q3 i? Longitudinal deliverable analysis showed significant improvement across terms for essays, client meetings, proposals, posters, and presentations, but not progress reports (p = 0.16). → Davenport Huyer 2020 (3)

Evidence¶

Davenport Huyer 2020¶

Davenport Huyer, L., Callaghan, N. I., Dicks, S., Scherer, E., Shukalyuk, A. I., Jou, M. & Kilkenny, D. (2020). Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program. npj Science of Learning 5:17. https://doi.org/10.1038/s41539-020-00076-2

q3 · i? · design · r3

Subgroup comparison of 174 MT participation instances (76 students) against 94 single-term students; MT students showed no difference in course grade (p = 0.29) but obtained "higher final Discovery grades than single-term students" (p = 0.0067).

"Discovery MT students (Fig. 4), although not receiving significantly higher grades in class than students participating in the program only one time ( p = 0.29, Fig. 4a), were observed to obtain higher final Discovery grades than single-term students (p = 0.0067, Fig. 4b)."

Davenport Huyer 2020 (2)¶

Davenport Huyer, L., Callaghan, N. I., Dicks, S., Scherer, E., Shukalyuk, A. I., Jou, M. & Kilkenny, D. (2020). Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program. npj Science of Learning 5:17. https://doi.org/10.1038/s41539-020-00076-2

q3 · i? · design · r3

Linear regression across cumulative terms for the 16 students who participated three terms and 3 students who participated four terms found no significant course-grade trend (p = 0.15) but "a significant increase in their Discovery grades" (p = 0.0011).

"MT students that participated in 3 or 4 terms ( N = 16 and 3, respectively) showed no significant increase by linear regression in their course grade over time ( p = 0.15, Fig. 2e), but did show a significant increase in their Discovery grades ( p = 0.0011, Fig. 2f)."

Davenport Huyer 2020 (3)¶

Davenport Huyer, L., Callaghan, N. I., Dicks, S., Scherer, E., Shukalyuk, A. I., Jou, M. & Kilkenny, D. (2020). Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program. npj Science of Learning 5:17. https://doi.org/10.1038/s41539-020-00076-2

q3 · i? · design · r3

Longitudinal assessment of MT students participating three or four terms found significant improving trends for essay, client meeting, proposal, poster, and presentation grades; the progress report trend (p = 0.16) was not significant owing to strong performance in all terms.

"Greater performance over terms of participation was observed for essay ( p = 0.0295, Fig. 5a), client meeting ( p = 0.0003, Fig. 5b), proposal ( p = 0.0004, Fig. 5c), progress report ( p = 0.16, Fig. 5d), poster ( p = 0.0005, Fig. 5e), and presentation ( p = 0.0295, Fig. 5f) deliverable grades;"

Discussion¶

Related Claims¶

• Students earn significantly higher grades in the Discovery program than in their regular classroom work — related
• The grade-differential pattern replicated in a second school of nominally higher socioeconomic status over two terms — related
• An 'Exceeds Expectations' cohort with lower course grades significantly outperformed classmates on Discovery deliverables — related