World History Project does not engage students more than business-as-usual curricula on first implementation, with somewhat negative perception trends¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2023 · 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? WHP students were more likely in spring to describe their class as boring and less likely to want to know what lies behind the story; negative perceptions appear related to greater reading, writing, and analysis demands. → Iwatani 2023
Evidence¶
Iwatani 2023¶
Iwatani, E., Hardy, A., Means, B., Daal, S., & Wei, X. (2023). Evaluation of World History Project. Digital Promise. https://doi.org/10.51388/20.500.12265/199
q2 · i? · causal · r1
Student pre- and post-surveys (approximately 293 students with fall-spring overlap) and two focus groups in the 2022-23 comparison showed the negative trend; no effect size was printed, so no magnitude is reported.
"Student surveys and focus groups showed a somewhat negative trend for students who learned from World History Project . For example, they were more likely in the spring to describe their class as "boring," and less likely to report that they want to know what lies behind the story"
Discussion¶
Related Claims¶
- World History Project adoption increases learning opportunities for historical thinking in summative activities relative to business-as-usual curricula — related
- Teachers find World History Project overwhelming in their initial adoption year and make substantial modifications across three main categories — related
- Students learning from World History Project demonstrate more understanding of continuity and change over time in history than comparison students — related
- An evaluation of the World History Project detected no statistically significant difference from comparison students in the other five historical thinking skills — related
- World History Project assignments scored higher on most learning opportunity rubric dimensions than other assignments — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
whp-first-year-engagement-negative-trend |
title |
World History Project does not engage students more than business-as-usual curricula on first implementation, with somewhat negative perception trends |
description |
World History Project does not engage students more than business-as-usual curricula on first implementation, with somewhat negative perception trends |
status |
review |
evidence_strength |
weak |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — iwatani-2023 |
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