Serially taught lesson combinations produce replicable positive interaction effects, with the two most effective schemes showing positive interaction terms¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? True absolute interaction effect sums exceeded simulated chance expectations in both tranches (empirical P ~ 1.00 × 10−4), indicating lesson combinations meaningfully affect scores. → Buchan 2020

Evidence¶

Buchan 2020¶

Buchan, L., Hejmadi, M., Abrahams, L. & Hurst, L. D. (2020). A RCT for assessment of active human-centred learning finds teacher-centric non-human teaching of evolution optimal. npj Science of Learning 5:19. https://doi.org/10.1038/s41539-020-00078-0

q2 · i? · causal · r2

Simulation-based test following Sevdalis and Jacklin: true absolute interaction effect sums were compared against 10,000 random simulants per tranche in which SoW assignment was randomised (Table 7).

"In both tranches, the true AIS is significantly greater than that expected by chance ( P ~ 1.00 × 10−4, one-tailed empirical P-value) with no simulant exceeding the observed interaction. This suggests the unique combinations of lessons in each SoW have meaningful impacts on scores."

Discussion¶

Related Claims¶

• Teacher-judged science ability repeatedly predicts gain in understanding, while age does not and gender effects are weak and non-replicable — related
• Comparing lesson 2 (student- vs teacher-centred) and lesson 4 (human- vs non-human-centred) activities in isolation yields weak, inconsistent or negligible effects — related
• The evolution teaching interventions significantly improved student understanding with effect sizes above the 0.40 implementation threshold in both tranches — related
• The four schemes of work showed replicable significant heterogeneity in effectiveness, with the predicted-least-effective teacher-centred/non-human scheme among the most effective — related